SEEN Magazine | Issue 24.1 | Winter 2022

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Teacher

STRESS

&

BURNOUT THE HIGH COST OF LOW SOCIAL AND EMOTIONAL DEVELOPMENT

Report provided by the Southern Education Foundation

Southern Education Foundation, founded in 1867, is a 501(c)(3) Southern Education Foundation, founded in 1867, is a 501(c)(3) nonprofit organization supportedfounded by partners and donors committed Southern Education Foundation, in 1867, is a 501(c)(3) nonprofit organization supported by partners and donors committed Southern Education Foundation, inand 1867, is a 501(c)(3) to advancing equitable educationfounded policies practices that nonprofit organization supported by partners and donors committed to advancing equitable education policies and practices that nonprofit organization supported by partners donors committed elevate learning for low-income students and students ofthat color in to advancing equitable education policies andand practices elevate learning for low-income students and students of color in to advancing equitable policies andstudents practices the southern states.

Weeducation developstudents and disseminate research-based elevate learning for low-income and ofthat color in the southern states. We develop and disseminate research-based elevate learning for low-income students and students of color in solutions for policymakers and grow capacity of education the southern states.

We develop and the disseminate research-based solutions for policymakers and grow the capacity of education the southern states. We to develop and disseminate research-based leaders and create systemic change. solutions for influencers policymakers and grow the capacity of education leaders and influencers to create systemic change. solutions for influencers policymakers and grow the capacity of education leaders and to create systemic change. leaders and influencers to create systemic change.

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Features 12

RESOURCE COORDINATORS

Randy Crawford randy.crawford@thegriffon108.com Jean Carter jcarter2@carolina.rr.com

Cover Story TEACHER STRESS & BURNOUT Sabrina Jones and Titilayo Tinubu Ali, SEF Foundation

Departments 2

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INFORMATION

SOUP’S ON! With Amy Newark from Chicken Soup for the Soul®

Recruiting & Retention

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WHEN A TEACHER’S ATTITUDE CAN TURN STUDENTS INTO STARS Holly Hawkins

HOW TO END THE MID-CAREER EXODUS OF TEACHERS Margaret H. Jones-Carey, Ed.D. GO BEYOND TRADITIONAL TEACHER INDUCTION PROGRAMS Dr. Andrew Pushchak and Dr. Stephanie Williams A LONG-TERM SOLUTION TO TEACHER SHORTAGES: THE BIG PICTURE REVIEW Megan Boren

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CONTENTS

EDUCATORS & ED-TECH: STEWARDS OF PRIVACY Bill Webb

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All contents © 2021, ISSN# 15525333, KCI Media Group/Knight Communications, Inc. All rights reserved. Reproduction in whole or in part without permission is prohibited. Products named in these pages are trade names or trademarks of their respective companies. The opinions expressed herein are not necessarily those of SEEN or Knight Communications, Inc. The publisher assumes no responsibility for errors or omissions.

Better Teaching CLASSROOM CURRICULUM FOR TEACHING STUDENTS & TEACHERS Lynne Munson

Health & Wellness

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SELF-CARE AND WELLNESS FOR EDUCATORS: WHAT DOES THIS LOOK LIKE? Natalie Murray

Preparing Teachers FUTURE EDUCATOR ROLES DEMAND NEW APPROACHES TO PREPARATION Katherine Prince

POSTMASTER

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RECRUITING & RETENTION

HOW TO END THE MID-CAREER EXODUS OF TEACHERS Margaret H. Jones-Carey, Ed.D. WHERE ARE THEY GOING? We are seeing a growing trend of mid-career teachers leaving the profession.

According to the National Education Association, approximately 17 percent of teachers are leaving every year. While that number is substantially higher in the first five years, the dramatic increase in those leaving the profession with eight to 12 years of experience should be sounding a siren!

While I am sure we can all debate the many reasons teachers offer for leaving the profession including: increased emphasis on standardized test scores, the shifting focus of the annual professional performance review, and the lack of funding for education at the state and national level. There is a growing stream of awareness that the core of the frustration is the lack of shared decision-making roles and opportunities for teachers in the majority of our schools today. The concept of positional authority remains a consistent theme in education. In order to move up in education and have formal authority over changes in education, one must move

out of the classroom. Yet, the most impactful changes for students happen in the classroom. This is a true irony.

HOW CAN WE STOP OR AT LEAST SLOW THE EXODUS? As a result, teacher leadership is no longer optional. Teachers in formalized teacher leadership roles are able to articulate the impact of their work on their students and colleagues. They are risk takers and still today for the most part are forging a new path for our profession.

While the desire to lead is not limited to mid-career teachers, the marriage of the skills and the craft of teaching are often well balanced for most teachers by the time they have been in the profession for eight to 12 years. Many midcareer teachers crave the opportunity to expand and extend their knowledge and practices beyond their own classroom but are still fully committed to engaging closely with student learning by staying either within the teacher classroom role or engaging directly with other teachers daily on improving pedagogical practices.

Failing to engage in the development of teacher

leaders within our school systems can create high turnover rates and/or make for frustrated teachers who want to do more, share more, be more, but aren’t allowed. Teaching is the only profession that I can think of that “forces” you out of your core practice in order to provide an enhanced sphere of influence. While there is certainly a need for some of our best teachers to become administrators, the core of our business still is learning in classrooms.

Over my 30 years in public education I continue to be amazed at how the role of teacher leaders remains an under-utilized and under-supported role.

Yes, there are department leaders/chairs, mentors and teachers on special assignment that are utilized within schools to impact certain areas of instruction, but in general, they have

a limited role and limited impact. This is NOT the teacher leaders fault. There are also many teachers who lead more informally in the schools as well.

These informal teacher leaders have some of the greatest impact on shaping and changing instruction.

These teacher leaders drive instructional changes by facilitating professional learning community conversations that focus on common planning and common instructional delivery. They visit others’ classrooms, sometimes almost secretively, and provide a shared feedback loop that truly impacts instruction. These teacher leaders are often the “go to” teachers in a building for the principal. They are the sounding board for the conceptual framework of instructional improvements in a building. The principal “runs ideas by

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RECRUITING & RETENTION them” to ensure it makes instructional sense and will resonate in the building.

They are often the early adopters of changes and get others to join with them.

WHAT CAN YOU DO? Yet, the idea of truly training teacher leaders and providing them a network of support remains almost nonexistent in schools across the country. This has to change. We must empower our teacher leaders, provide them with support, and encourage them to help us move instructional change within schools. We have all types of professional membership based groups for content areas, interests, administrators but it’s almost impossible to find a professional membership organization for teacher leaders.

It doesn’t have to be this way. As teachers

and leaders, we must demand a more formalized approach to developing and supporting teacher leaders. We need to engage in offering our potential teacher leaders professional development opportunities that allow them to grow, lead, innovate, impact and create the schools we want for our students.

RESOURCES ON TEACHER LEADERSHIP They are the true believers in this can “get fixed” and “we can get it done.” There are some supports out there such as The Center for Strengthening the Teaching Profession which offers a teacher leadership skills framework including vignettes which are a great guide to getting started. Yet, it seems that for the most part, teacher leadership development is an isolated task to be learned on the job.

The Teacher Leadership Competencies (Center for Teaching Quality) offer a great guide for defining and developing teacher leaders.

First and foremost, teacher leaders must be engaged in reflective practice, understand the principals of teacher effectiveness, have developed communication skills, are life-long learners, understand group and system theories and be willing to share without imposing!

ASCD is also engaged in work around developing and nurturing teacher leaders through a grant from the U.S. Department of Education. Yet, the most recent summit they hosted could only accommodate 25 teams from across the country.

The time is now. The development of a national teacher leader network has never been needed more.

Let’s get the conversation going. Let’s join together and create a national teacher leader network!

Dr. Jones-Carey has been a public school educator for more than 30 years. She has held the titles of teacher, Coordinator of Technology, Director of Technology and Curriculum Integration, Principal, Assistant Superintendent, Associate Superintendent, and Chief Academic Officer. Dr. Jones-Carey is currently the Senior Vice-President for Professional Growth at PLS 3rd Learning, an adjunct professor in the Education Leadership program at St. Bonaventure University and the President of Learning Forward NY. She is actively involved in promoting the idea of personalized learning for teachers and developing teacher leaders.

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RECRUITING & RETENTION

GO BEYOND TRADITIONAL TEACHER INDUCTION PROGRAMS Dr. Andrew Pushchak and Dr. Stephanie Williams igorous academic state standards, high stakes testing, school district policies, and a shortage of confidence add to the challenges that a first-year teacher experiences in the classroom.

Recent graduates of teacher training programs are certified content experts, as validated by their university diploma. But with minimal experience, they may not be experts in the pedagogy of teaching. Firstyear teachers might also lack the necessary organizational knowledge to navigate the challenges of teaching or struggle to assimilate into the culture of a school and community.

PRE-SERVICE TEACHER TRAINING Pre-service training programs are designed to meet and abide by state and national standards and guidelines.

However, considerable variation exists between programs (Wasonga, Wanzare, and Dawo, 2015).

These variations ultimately result in differing competency and ability levels. In order to assist novice teachers in the transition, nearly all school districts nationwide implement some form of a teacher induction program.

TEACHER INDUCTION PROGRAMS An induction program, also referred to as a mentoring program, allows a firstyear teacher to work with an experienced teacher to improve their pedagogical approaches. Induction programs also assist with the new teacher’s ability to cope with work overload, stress, and lack of support from superiors (Dias-Lacy & Guirguis, 2017). Most state education departments require some form of program in order for a novice teacher to acquire the next level of teaching credential. What if additional supports could be offered to new teachers, beyond the district-provided induction program, by the institution that offers the teacher training program?

A NEW ADDITION TO TEACHER INDUCTION PROGRAMS Edinboro University identified a need for continued communication with pre-service teachers beyond school walls, mentor teachers, and administrative supervision.

Recognizing the value of additional support for recent graduates, Edinboro University launched the 5th Year Seminar.

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EDINBORO UNIVERSITY’S 5TH YEAR SEMINAR A recognized leader in teacher preparation for more than 160 years, Edinboro University acknowledges the benefits of supporting graduates as they transition from college student to professional educator. The 5th Year Seminar, which congregates novice and early career teachers, University School of Education faculty, school district administrators and other professional educators, is an addition to induction and mentoring programs provided by school districts. The free seminar provides novice teachers with an opportunity to participate in a community of learners without the pressures of evaluation. Meetings take place three times per academic year and are open to new teachers regardless of the institution they attended. The agenda for each meeting is developed based upon requests from the novice teachers regarding their own first-year needs and challenges.

CONCLUSION Lambson (2010) recognizes the value of learning in a community and identifies learning as a “special kind of social practice where the

learner develops ways of acting and problem solving rather than a discrete set of knowledge structures that can be taken from one context and used in another.”

Lambson also elaborates on the value of a community of learners, “What a learner learns through participating with others in a community of practice is actually how to do practices.” Edinboro University has developed the 5th Year Seminar to promote a community of learners among novice and early career teachers in a setting free from their home school district distractions or pressures. Edinboro believes this link between University and Teacher will not only benefit the novice and early career teachers, but ultimately increase student achievement.

BIBLIOGRAPHY Dias-Lacy, S. L. and Guirguis, R. V. (2017). Challenges for new teachers and ways of coping with them. Journal of Education and Learning, 6 (3).

Wasonga, C. O., Wanzare, Z. O., and Dawo, J. I. (2015). Mentoring beginning teachers: Bridging the Gap between pre-service training and in-practice results. Journal of International Education and Leadership, 5 (2).

Lambson, D. (2010). Novice teachers learning through participation in a teacher study group. Teaching and Teacher Education: An International Journal of Research and Studies, 26 (8).

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A Long-term Solution to Teacher Shortages: THE BIG PICTURE REVIEW Megan Boren

We’ve all heard the saying, “You can’t see the forest for the trees.” When it comes to state policies that affect the teacher workforce, we need to make sure we see both. ach individual teacher is important. He or she will make life-long impressions on thousands — the average teacher helps shape over 3,000 students during their

career. Every single teacher is responsible for helping to raise the next generation to understand the world and develop the skills and knowledge to become productive, well-rounded citizens. Getting a quality education can lead to increased wealth, tolerance, political participation, better health and selfesteem, reduced crime rates and general stability of our society. And teachers make or break a child’s school-based education.

When it comes to student performance, teachers are estimated to have two to three times the effect of any other school factor, including services, facilities, and even leadership.

And yet, the forest is

important too. States are facing unprecedented teacher workforce shortages.

In the 16-state SREB region, all states have shortages in at least three subject areas — some face shortages in all academic subject areas.

And 14 of the 16 states are seeing declines in the number of new teacher candidates graduating from preparation programs.

Retention of the current workforce is another major issue for many states.

National teacher survey data points to several leading reasons: inadequate preparation for the job, lack of support like mentoring, professional development and collaboration, and dissatisfaction with compensation. Teachers’

responsibilities increased significantly in the last two decades, but support has not kept pace. Teachers are now responsible for educating a more diverse group of students, who bring many different needs to the classroom, including mental and emotional health. And they must do this under expectations that they increase student growth at much higher rates.

School leaders and policymakers face two very important demands at the same time: We need better teachers. And we need a lot more of them now.

SHORT-TERM SOLUTIONS ARE CREATING LONG-TERM PROBLEMS Many leaders are answering this question with short-term solutions: emergency certifications to allow teachers to begin filling empty classrooms before they’ve completed their training; incentives for retired teachers to return; larger class sizes; concessions in requirements for non-traditional preparation routes; incremental pay raises to appease the growing unrest in the teacher workforce.

Is it working? Well, sort of. Some schools and districts can fill their teacher openings. But is the quality of instruction improving? The latest data says no. As of 2018, one in seven teachers in the South are unprepared or inexperienced. Trend data shows this will get worse

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RECRUITING & RETENTION before it gets better.

Think about it this way — would you want your child to be taught by a brand-new teacher who has not completed the basic training for the job year over year? Children

A Long-term Solution to Teacher Shortages: THE BIG PICTURE REVIEW

taught by a highly effective teacher for three years in a row average 50 percentile points of growth. A teacher who isn’t at least minimally effective at their job can actually cause students’ achievement to decline.

Teacher Experience, Certification, Retention

In the South, 24 percent of the teacher workforce is inexperienced, unprepared, or planning to leave within the next five years. This table shows these percentages for states in the SREB region.

Inexperienced: Teachers with one or two years of experience.

Uncertified: Teachers practicing under an emergency or provisional certificate.

Plan to leave the profession: Teachers planning to leave teaching as soon as possible or as soon as a more desirable job opportunity arises.

Sources: Learning Policy Institute (2018). Understanding Teacher Shortages: 2018 Update. Primary data from the National Center for Education Statistics Civil Rights Data Collection, Public-Use Data File 2015-16. Planning to leave the profession primary data from the National Center for Education Statistics Public School Teacher File 2016, National Teacher and Principal Survey.

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SEE THE BIGGER PICTURE FOR MORE — AND MORE EFFECTIVE — TEACHERS State leaders now need to look for long-term solutions to the teacher shortage crisis — increasing the quantity and quality of our teacher workforce, year over year. But we will find long-term solutions only through careful analysis of the problem and its causes.

Analyzing the reasons for the teacher shortage is not easy. A complex web of policies and their effects are at play. You’ve heard some: inadequate pay, school budget cuts, declining respect for the profession.

We can’t address these in isolation. For example, states that are focused on the important strategies of increasing pay and restoring education budgets are not seeing the increases in the quantity and quality of their educator workforce. Why? Because these strategies are not coupled with investments in key elements for any profession — quality training, career advancement and customized professional growth.

We have to look deeper into the forest. We have to think about how the trees are planted and cultivated — to really see the needs of individual teachers, who are some of the most important people in our society.

This will require leaders and educators to come together across agencies for a thorough review of all their state’s policies across the teacher career continuum — access to

quality teacher preparation, teacher recruitment, certification, induction, compensation, growth, retention and advancement.

All with the goal of making the profession more attractive and respected.

Four states are now undertaking these complex policy reviews, creating plans specific to each state to adjust and redesign the most deficient policies with a holistic approach.

SREB is facilitating these conversations and sharing — as a resource for more states to and conduct their own broad reviews — a growing inventory of research and recommendations on each of the policy areas affecting the teacher workforce.

These states are keeping an eye on the big picture as they redesign and connect teacher workforce policies across the full teacher career continuum. They’re leading the way on a long-term strategy to solve not only today’s teacher shortage crisis but also the need for even better teachers in tomorrow’s classrooms.

Megan Boren is program

specialist at the Southern Regional Education Board, currently focused on educator human capital strategies policy, implementation and technical assistance.

Previously at SREB she led the readiness course initiative as well as educator effectiveness technical assistance grants and community of practice projects. A two-time graduate of Virginia Tech, she lives in Charlotte, North Carolina.

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HEALTH & WELLNESS

SELF-CARE AND WELLNESS FOR EDUCATORS: What Does This Look Like? Natalie Murray urnout, talent drain, years of education only to buy your own school supplies.

Parents who don’t care and parents who care too much. Hormonal kids, social media, bullying, child suicide. Where does it stop?

Is a teacher an educatoror a health and wellness provider? Who provides self-care for teachers?

Self-care and wellness are paramount for educators.

Their days start early and end late — with rarely any breaks in-between.

For instance, teachers in Mecklenburg County get to school anywhere from 5:45-8:00 a.m. everyday depending on their school bell. Once the teacher gets in, they might have 25 to 30 minutes to prepare for their day until those bright, shiny, happy children appear.

Wait…cue the record scratch…did I say bright, shiny and happy? Oh no, I meant sleepy, aggravated, snarling or bored children at six or seven in the morning.

From that time on, teachers are usually on their feet all day and may or may not eat lunch. Maybe they have successfully fielded all the hugs, occasional bumps and children who cough and sneeze with no abandon… maybe not. Then finally the school day is over — or is it?

There is carpool or bus duty,

after school meetings and parent conferences. Once those activities are done, it’s time to sit in Charlotte traffic.

Has it been a good day or a day? Are they energized or drained? Let’s just try to make it home and grade papers, enter grades and plan lessons before dinner.

Does the physiology of the educator’s day affect mental health? You bet.

If we were to re-cap the day, we can see the gaps in self-care and wellness for educators (or just people in general) and what’s needed to make for better days: SLEEP So, sleep for a teacher promotes good mental health, productivity and mood. But, the early mornings may be cutting off some necessary zzzzzs.

According to the Sleep Foundation, adults 26 to 64 need seven to nine hours of sleep daily (www. sleepfoundation.org, “How Much Sleep Do We Really Need”). The average educator falls short of those needed hours.

Neurologist and former teacher Judy Willis says the average teacher is reported to sleep only six hours a night (www.theguardian. com, “Teacher’s guide to sleep – and why it matters, Judy Willis, November 2014). Willis also says with inadequate sleep comes

irritability, forgetfulness, lower tolerance of even minor annoyances, and less efficient organization and planning. What are some tips to promote better/more sleep? Stretching, cooler sleeping environments, avoid caffeine and alcohol before bed, warm baths/showers, relaxing music and writing down any concerns you may have had during the day.

EAT HEALTHY Make sure to eat healthily and regularly. It’s important to eat whole foods at regular intervals throughout the day — maybe eat small meals and snacks every two and one-half hours MANAGE YOUR WORKLOAD If you’re used to saying “yes” to everything, it’s time to start saying “no.” In a www.planbook.com article, neuroscientist and mindbody expert Claudia Aguirre says that many teachers say yes to things out of habit, even when their workload can’t acquire an additional task. “Planning and rehearsing how to say ‘I wish I could, but I can’t really take on more responsibilities’ – before the task is asked of us – will habituate us to respond this way,” Aguirre adds (www.planbook.com, “SelfCare for Teachers: Wellness Practices In and Out of the Classroom”).

MEDITATE Take a couple of minutes out of the day to focus and reflect on the positives.

Practice breathing exercises to help calm your mind and body. In a www.guardian. com article, experts say breathing deeply takes our body from a fight-or-flight state towards a calm and balanced one. The article goes on to say that being aware of your breath for a few minutes every day, right before your class begins, or even with the students, can have amazing benefits for your health. (www.theguardian.com, “Four Scientific Ways Teachers Can Cope With Stress,” February 2016.)

EXERCISE There’s no denying the benefits of exercise when it comes to self-care and wellness. Exercise allows the mind and body to exert energy that improves your thoughts and can also improve your waistline. Try a form of exercise (running, etc.) for at least 30 min per day.

All of these tips combined can make for better work and learning environments for educators and students.

After all, it’s important to take care of our educators daily, as they take care of our students every day.

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SOUP’S ON! WITH AMY NEWARK FROM CHICKEN SOUP FOR THE SOUL®

WHEN A TEACHER’S ATTITUDE CAN TURN STUDENTS INTO STARS Amy Newark

eople say that seeing the world through rose-colored glasses is a bad thing, but I don’t agree.

Sometimes putting on rosecolored glasses doesn’t only make things look rosy — it changes them for real! And what better place for this to be true than our schools, where children are just beginning to discover their true potential?

One of our regular writers, Jennie Ivey, wrote an inspiring story about this called “The Honors Class.”

We published it in a book all about perspective and attitude called Chicken Soup for the Soul: The Power of Positive. Jennie, who has a bachelor’s degree and a master’s from Emory University, used to be a teacher. Now she is a writer and public speaker based in Tennessee.

Jennie’s story is about her first year teaching. She was fresh out of college, with a

degree in history, a teaching certificate, and not a bit of experience. She was excited that she had been chosen to teach an honors-level U.S. history class, because new teachers didn’t usually get the honors classes.

But Jennie got lucky as she was assigned an honors class during first period. In preparation for the eager learners she expected, she decorated the classroom with Presidential portraits, colorful maps and framed copies of the Declaration of Independence and the Constitution.

When the kids shuffled in unenthusiastically the first day, she figured that was just how high school kids were.

“I’m so excited to have been selected to teach this class,” she told them.

“We’re going to do things a little differently in this class because I know that all of you want a challenge.”

When the kids stared at her, dumbfounded by her perky enthusiasm, she soldiered on, asking them

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to rearrange their desks in a circle so they could have class discussions. Then she asked them to choose a seat, introduce themselves, and then tell her what they didn’t like about history class. That got the kids smiling.

“Amanda hated how history seemed to be all about war,” Jennie said.

“José didn’t like memorizing names and dates. Gerald was convinced that nothing that had happened in the past was relevant to his life.

‘Why should I care about a bunch of dead white guys?’ was how he put it. Caitlyn hated tricky true-false questions. Miranda despised fill-in-the-blank tests.”

Armed with that feedback, Jennie made a plan. She wouldn’t teach from the textbook. She wouldn’t make her honors students read a chapter and then take a quiz. She wouldn’t limit their topics to generals and battles.

Instead, she would explore

social and economic history and tie in current events to make the past feel relevant to their lives today. Jennie bubbled over with ideas to appeal to these kids, with their higher-level skills.

“We’d read novels to bring home the humanity of history. Across Five Aprils when studying the Civil War. The Grapes of Wrath to learn about the Great Depression. The Things They Carried when talking about Vietnam.”

Jennie decided to spare these students the normal fill-in-the-blank tests or lists of true-false questions.

She would create tests that covered the facts, but required higher-level thinking skills.

After all, these kids were bright and motivated.

Jennie says, “My honors class deserved to be taught in a way that would speak to them.”

Jennie was surprised by how many of her students used poor grammar and WWW.SEENMAGAZINE.US

lacked writing skills, but they were, after all, in one of the rougher high schools in her district. She knew they were great kids and treated them as such, with the result being that many of the kids were not only willing but also eager to attend after-school study sessions and to accept the help of peer tutors.

Four of Jennie’s students even formed their own “History Bowl” team and entered a countywide history contest. They were ecstatic when they won an Honorable Mention trophy.

The school year came to an end more quickly than Jennie could have imagined.

When she thought back over the year, she couldn’t help it — the kids in her honors class were her favorites. She was so lucky to have gotten that class her first year. No one had averaged lower than a C and most had gotten A’s and B’s.

On the final day before summer break, Jennie’s principal called her in for her end-of-year evaluation. “I want to congratulate you on a great rookie season,” she said.

“Especially on how well you did with your remedial kids.”

Jennie was confused. She didn’t have any remedial classes.

The principal pulled out the roster for Jennie’s first period class from a file folder and handed it to her, saying, “Your first period class was remedial.

Surely you saw that indicated at the top of the roll.”

She went on to say that Jennie must have noticed the kids’ poor reading and writing skills. “And you must

have suspected the students in that class were below average by the way they dressed and the way they carried themselves.”

Jennie looked at the class list. There at the top, printed plain as day was the word “HONORS.” She showed it to the principal.

“Oh, dear,” the principal said. “What a huge mistake!

How did you ever manage, treating slow students as though they were…?”

Jennie knew how that sentence was going to end, so she finished it herself.

“As though they were bright?”

The principal nodded sheepishly. The “mistake” was a big lesson for that principal, and for a first-year teacher who saw a class of remedial kids through rosecolored glasses and turned it into a class of motivated learners after all.

Before their meeting was over, the principal circled the word HONORS at the top of the class roster and put it back in its file folder.

“Next year, I may just have this printed at the top of all the class rolls.”

It was a lesson that neither of those educators would ever forget.

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Cover STORY

REPORT PROVIDED

BY THE SOUTHERN EDUCATION FOUNDATION

T

Teacher STRESS BURNOUT

Written by SABRINA JONES and TITILAYO TINUBU ALI

eachers are the most important school-based factor in student success, impacting every aspect of students’ achievement and overall development.1 In addition to leading academic instruction, teachers create the environment in which students interact, collaborate, and build meaningful relationships.

However, teaching is ranked as one of the worst professions for physical health, psychological well-being, and job satisfaction, which leads to high turnover rates.2 New teachers, especially those within their first five years, feel this stress most acutely.3 They tend to work in schools with a larger share of students from low-income families, which negatively affects the quality of education those students receive. Teachers in urban schools face additional stressors,4 such as heavier workloads, schoollevel disorganization, student poverty, and high stakes testing pressures than their suburban counterparts.5

Longstanding inequities, exacerbated by the pandemic, have compounded to create stressful working conditions for teachers, making it even more difficult for them to provide a high-quality education.6 Additionally, overall pandemic stressors coupled with the disproportionate effect of COVID-19 on communities of color imposed an immense emotional and mental burden on teachers of color, with Black teachers also managing the additional psychological burden of coping with the current atmosphere around racial injustice.7 TEACHER STRESS INCREASINGLY LEADS TO ABSENTEEISM. According to the most recent data available from the U.S. Civil Rights Data Collection,8 nearly 29 percent of teachers were considered chronically absent, missing ten school days or more.9 When teachers are chronically absent, students’ test scores decrease.10 Teacher absences also negatively impact school budgeting,

12 | SOUTHEAST EDUCATION NETWORK | WINTER 2022

&

THE HIGH COST OF LOW SOCIAL AND EMOTIONAL DEVELOPMENT

generating the additional expense of hiring substitute teachers.

Several districts in the South have begun to offer monetary incentives to improve teacher attendance and reduce the need for substitutes.11 However, monetary incentives do not address the root causes of teacher stress and may exacerbate stress by discouraging teachers from taking time off to attend to their wellness needs.

TEACHER TURNOVER LIMITS THE AVAILABILITY OF DIVERSE, QUALIFIED TEACHERS. Across the nation, teacher turnover rates have increased. In 1992, five percent of teachers left the profession, compared with eight percent by 2005. The turnover rate has hovered around eight percent.12 Teacher turnover rates tend to be highest in the South, approximately 50 percent higher in Title I schools that serve students from low-income backgrounds, and 70 percent higher in schools that predominantly serve students of color.13

Several factors contribute to teachers leaving the profession, including heavy workloads, school culture, and lack of professional development opportunities.

Stress is the number one reason that teachers leave the classroom, reported twice as often as low compensation.14 In fact, in the American Federation of Teachers’ 2017 Educator Quality of Work Life Survey of nearly 5,000 teachers, 61 percent of teachers and school staff found their jobs “always” or “often” stressful.15 A teacher’s effectiveness, which often increases throughout the first five years in the profession, directly relates to student outcomes.16 But teachers often do not stay in classrooms long enough to build their effectiveness and reap the benefits of years of experience. Research has shown that high teacher turnover has a disruptive effect on the classroom and the broader school climate, negatively impacting student achievement for all students in the school.17 Along with the cost to student learning, teacher turnover extracts a high WWW.SEENMAGAZINE.US

financial price. Research country’s racial reckoning, learning environments, there has not been enough with nearly half reporting shows that teacher attention to how teachers’ replacement costs, including they were likely to leave well-being and social their jobs by the end of school and district expenses emotional skills contribute the school year. This related to separation, to school climate and how outsized impact on Black recruitment, hiring, and these skills equip teachers teachers affects all students training, can range from to cope with the stresses of around $9,000 per teacher in as research has shown the profession. that while Black students rural and suburban districts In order to create schools particularly benefit from to more than $20,000 in 18 that are well balanced and having Black teachers, urban ones. conducive to learning, all students benefit from It is projected that the teachers should be given the diverse perspectives pandemic will exacerbate the opportunity to build teachers of color bring to the teacher turnover 20 their own social and the classroom. issue, particularly for emotional skills, such as Black teachers. RAND HEALTHY SCHOOLS self-management and Corporation’s 2021 State ARE IMPORTANT relationship skills. Teachers of the U.S. Teacher Survey FOR AND skills can then use these skills to THE FIRST COMPONENTS, selfaroundSTUDENTS you. While relationship foundTWO that 23 percent of THE FIRST TWO COMPONENTS, selfaround you. While relationship skills TEACHERS. awareness and self-management, focus are focused on building the capacity manage their own emotions, teachers reported awareness they and self-management, focus are focused on building the capacity on personal and internal development. for productive connections with othersco-regulate their students’ would likely leave teaching Positive schoolforclimates on personal and internal development. productive connections with others Teachers and students must be able through communication. stress, and contribute to Teachers students must be able through communication. by the end of theand 2020and student well-being are to understand and manage or react 19 understand or react 21 schooltoyear.

Theand manageimportant aspects of healthy creating a healthier school appropriately to their own emotions.

THE LAST COMPONENT, responsible climate. appropriately to their own emotions.

THE LAST COMPONENT, responsible schools and productive proportion was significantly decision-making, is focused on decision-making, is focused on learning environments. greater among Black developing external actions. The abilityWHAT ARE SOCIAL AND THE NEXT TWO COMPONENTS, social developing external actions. The ability NEXT TWO COMPONENTS, social While there has been an teachers, THE many of whom to make choices while considering theEMOTIONAL SKILLS? awareness and relationship skills, allow to make choices while considering the awareness and relationship skills, allow important emphasis on around experienced stress, impact on yourself and those you people to interact withunique each other in impact on yourself and those around you people to interact with each other in Social and emotional how students’ social and anxiety, and racial fatigue is imperative for a productive learning a productive and beneficial manner. is imperative for a productive learning a productive and beneficial manner. skills are the ability to emotional this pastrefers yeartoofthe our environment.skills improve Socialin awareness ability to environment.

Social awareness refers to the ability to recognize and manage understand and empathize with those understand and empathize with those emotions, show empathy, RAMEWORK: ASEL’S SEL FRAMEWORK: build relationships, and e Competence Areas hat Are the Core Competence Areas collaborate effectively.21 hey Promoted? nd Where Are They Promoted?

These skills are developed through daily, embedded, arning (SEL) is ocialand andhuman emotional learning (SEL) is ation ongoing practice, as nprocess integralthrough part of education and human evelopment.

SEL is the process through nd adults acquire opposed to isolated lessons which alland young people and adults acquire , skills, nd apply the knowledge, skills, and thy identities, out of context.22 National ttitudes to develop healthy identities, chieve personal manage emotions and achieve personal non-profit organization and show nd collective goals, feel and show blish and mpathy for others, establish and CASEL: Collaborative tionships, and maintain supportive relationships, and ring decisions. for Academic, Social, make responsible and caring decisions. al equity and and Emotional Learning EL advances entic school- educational equity and xcellence erships to through authentic schoolhas established the most amily-community partnerships to nments and stablish environments and widely accepted definition trusting learning and xperiences ps, rigorousthat and feature trusting and ollaborative relationships, rigorous and for social and emotional nd instruction, meaningful curriculum and instruction, SEL can help learning known as The nd ongoing evaluation.

SEL can help inequity and ddress various nd adults to forms of inequity and CASEL 5.23 mpower young people and adults to s and contribute

o-create thriving schools and contribute communities. o safe, healthy, and just communities.

Infographic: © 2020 Casel. All Rights Reserved. www.casel.org w.casel.org/what-is-SEL Infographic: © 2020 Casel. All Rights Reserved. www.casel.org Learn more: www.casel.org/what-is-SEL

404.523.0001 Follow SEF @SouthernEdFound 404.523.0001 Follow SEF @SouthernEdFound info@southerneducation.org SouthernEducation.org info@southerneducation.org SouthernEducation.org

The first two components,

self-awareness and selfmanagement, focus on personal and internal development.Teachers and

students must be able to understand and manage or react appropriately to their own emotions.

The next two components,

social awareness and relationship skills, allow people to interact with each other in a productive and beneficial manner.

Social awareness refers to the ability to understand and empathize with those around you. While relationship skills are focused on building the capacity for productive connections with others through communication.

The last component,

responsible decisionmaking, is focused on developing external actions.

The ability to make choices while considering the impact on yourself and those around you is imperative for a productive learning environment.

SEL RESEARCHERS ALIGN ON A THREE-COMPONENT FRAMEWORK. Proposed models for social and emotional learning typically include three key components that are integral to creating healthy schools.24 1.

The first component is the Learning Context. This refers

to school factors such as communication, leadership style, behavior systems, organization, and connection to the community. Both students and teachers require a supportive and

WINTER 2022 | SOUTHEAST EDUCATION NETWORK | 13 6

6

Cover STORY safe learning context to develop social and emotional skills.

imperative for teachers to scores.30 When students in manage stress and create a classroom display high a positive classroom levels of stress, this results in 27 environment. Stress can higher rates of teacher stress 2. The next component originate in many places: and burnout.31 is the SEL of Teachers.

When adults develop Developing The CASEL students may experience stress due to at-home their social and emotional 5 skills in teachers allows factors or academic skills, they have an for SEL to become frustration, and teachers opportunity to interrupt this integrated in classrooms may experience stress due cycle and get learning back and student learning. to insufficient resources, on track.32 Emotionally With additional skills standardized testing supportive teachers are teachers can build more more sensitive to and meaningful relationships requirements, and large supportive of the social with students, improving class sizes.

Stress, in anyone in and emotional needs of student outcomes and a classroom, acts in a their students.33 Social decreasing teacher feedback loop between and emotional skills equip stress.25 28 teacher and students. teachers to manage student The SEL of Students When teachers do behavior without removing is the third and final not possess social and students fromand the When adults develop their social andlearning When adults develop their social component of this WELL-EQUIPPED TEACHERS WELL-EQUIPPED TEACHERS emotional skills, students environment and by giving framework.

When students emotional skills, they have opportunity emotional skills, they have anan opportunity CANINTERRUPT INTERRUPT THECYCLICAL CYCLICAL CAN THE are more likely to be off students the skills to make develop The CASEL 5 to interrupt this cycle and get learning to interrupt this cycle and get learning NATUREOF OFSTRESS STRESSAND AND KEEP NATURE KEEP task and display disruptive 32 better choices in the future. skills and improve their 32 back track.

Emotionally supportive 29 back onon track.

Emotionally supportive behaviors.

Students who In addition to academic LEARNING ON TRACK. LEARNING ON TRACK. self-awareness and selfteachers are more sensitive to and teachers are more sensitive to and are in unbalanced, stressful, competence, social and management, they cause supportive the social and emotional supportive ofof the social and emotional or chaotic classrooms tend emotional skills are a critical fewer classroom disruptions 33 33 Well-developed social and emotional Well-developed social and emotional Social and needs their students. to earn low performance component of developing Social and needs ofof their students. and are able build

the higher order thinking skills, resourcefulness, resilience, and growth mindset that prepares young people personally and socially for responsible adulthood.34

classroom, acts a feedback classroom, acts in in a feedback WELL-EQUIPPED loop between teacher and loop between teacher and TEACHERS CAN 28 28 When teachers students. When teachers dodo students.

INTERRUPT THE not possess social and emotional CYCLICAL NATURE not possess social and emotional OF STRESS AND KEEP skills, students are more likely skills, students are more likely toto bebe offoff LEARNING ON TRACK. task and display disruptive behaviors. task and display disruptive behaviors.29 29

WHAT ARE TEACHERS LEARNING ABOUT SOCIAL AND EMOTIONAL SKILLS BEFORE THEY ENTER THE CLASSROOM?

skills are imperative teachers skills are imperative forfor teachers toto relationships and work manage stress and create a positive manage stress and create a positive together in a productive 27 27 Stress can classroom environment.

Stress can classroom environment. manner.

When they originate many places: students are better in atin exercising originate many places: students responsible decisionmay experience stress due may experience stress due toto making skills, they are at-home factors or academic at-home factors or academic better equipped toteachers engage frustration, and frustration, and teachers in the learning process. may experience stress due may experience stress due All three of these insufficient resources, toto insufficient resources, components are necessary standardized testing standardized testing and interrelated.

When all requirements, and large requirements, and large three components are not class sizes. class sizes. developed and supported the result can be a cycle of 26 stress.

Stress, anyone Stress, in in anyone in in aa

Students who are unbalanced, Well-developed social Students who are in in unbalanced, and emotional skills are stressful, chaotic classrooms tend stressful, oror chaotic classrooms tend toto

emotional skills equip teachers emotional skills equip teachers toto

Infographic: © 2021 Southern Education Foundation Infographic: © 2021 Southern Education Foundation Rights Reserved. www.southerneducation.org AllAll Rights Reserved. www.southerneducation.org

When earn low performance scores.When earn low performance scores. manage student behavior without student without 14 | SOUTHEAST EDUCATION NETWORK manage | WINTER 2022 behavior 30 30

students a classroom display high students in in a classroom display high levels stress, this results higher levels ofof stress, this results in in higher

removing students from the learning removing students from the learning

TEACHER PREPARATION PROGRAMS ARE A KEY LEVER FOR DEVELOPING TEACHERS’ SOCIAL AND EMOTIONAL SKILLS. Traditional teacher training through a university is a common entry point into the career with 75 percent of adults who enroll in certification programs enrolling in traditional teacher preparation programs.35 But the nature and quality of these programs is not consistent. Many teacher preparation programs are removed from the realities of the classroom, and many of the professional development opportunities teachers access once they are in the classroom are not effective in helping them develop the social and emotional skills they need to thrive. Additionally, there is inequitable access to certified teachers with students of color more likely to have uncertified teachers with fewer years of experience.36

While preparation elements related to learning context WWW.SEENMAGAZINE.US

and student SEL—such as behavior management and emotional development— are becoming more common, there is still a lack of focus on adult and teacher SEL in traditional teacher preparation programs. In a 2017 analysis of The CASEL 5’s inclusion in one-third of the country’s university preparation programs, the study found that only 13 percent of programs included at least one course that focused on relationship skills; six percent included a course on self-management and one percent had a course on self-awareness.37 While The CASEL 5 remains at a nascent stage of adoption into teacher preparation programs, pre-service teachers may develop their social and emotional skills through meditation and mindfulness strategies.38 Teachers who engaged in one-year of consistent mindfulness practice experienced more self-awareness and selfmanagement, greater life satisfaction, and more selfefficacy in teaching.39 SOME SOUTHERN DISTRICTS ARE MAKING STRIDES TOWARDS TEACHER SOCIAL AND EMOTIONAL DEVELOPMENT. While progress in teacher and adult social and emotional development is a relatively new concept, many districts in the South are making strides towards this goal.

Atlanta Public Schools, GA District departments dedicated to social and emotional learning are rare, and Atlanta Public Schools has been an early adopter of this approach. The department has an explicit commitment to “Adult SEL Capacity Building for all Staff” and “Emotional Wellness for Students and Staff.” Social and emotional learning is a core aspect of the district’s Definition of Teaching Excellence encouraging teachers to model SEL competencies and reflect on their own social emotional strengths and weaknesses. School leaders are also expected to provide social and emotional learning for staff as reflected in its Definition of Leadership Excellence.

Additionally, Atlanta Public Schools has developed its own SEL Competencies and SEL Learning Standards to provide “students, teachers and staff with the skills needed to succeed in school, work, and life.”

These standards are built around The CASEL 5 and guide teachers in embedding the five competencies within teaching and learning.

Additionally, teachers use social and emotional curricula with students, including the Second Step curriculum for kindergarten through eighth grade and the Seven Mindsets curriculum for ninth through twelfth grade.

Palm Beach County, FL Palm Beach County has partnered with CASEL to promote social and emotional development in their schools and equip educators with trainings on empathy and implementing SEL in the classroom. Palm Beach County is piloting an online platform that allows teachers and staff to work through SEL training modules at their own pace.

Tulsa Public Schools, OK Tulsa Public Schools offers the professional learning course Introductory SEL 101 to its principals and teachers. Administration and staff at pilot

schools receive training on the Recognizing, Understanding, Labeling, Expressing, and Regulating Emotions (RULER) program, a systematic approach to SEL. Tulsa Public Schools also offers adult social and emotional development through the Greater Good in Education resources developed through UC Berkeley.40 This resource provides educators with online courses, such as Basics of Social and Emotional Learning and Basics of Mindfulness for Educators, with videos, modules, research informed practices and downloadable resources.

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Cover STORY SABRINA JONES is a former

fourth grade teacher in Miami-Dade Public Schools and the Southern Education Foundation’s 2021 Leadership for Educational Equity Fellow. This brief extends her graduate research on the connection between teachers’ and students’ social and emotional skills at the University of Miami, where she earned a Master of Science degree in Education and Social Change.

TITILAYO TINUBU ALI

is Southern Education Foundation’s Senior Advisor for Research and Policy ACKNOWLEDGEMENTS The authors would like to thank Rose PrejeanHarris and Lindsay Wyczalkowski of

Atlanta Public Schools and Gretchen Wright and Meagan Crowe of Southern Education Foundation for their contributions to this brief.

ENDNOTES 1​ ​ ​G​o​e​,​ ​L​.​ ​(​2​0​0​7​)​.​ ​T​h​e​ ​l​i​n​k​ ​b​e​t​w​e​e​ n​ ​t​e​a​c​h​e​r​ ​q​u​a​l​i​t​y​ ​a​n​d​ ​s​t​u​d​e​n​t​ ​o​ u​t​c​o​m​e​s​:​ ​A​ ​r​e​s​e​a​r​c​h​ ​s​y​n​t​h​e​s​i​s​ .​ N ​ ​a​t​i​o​n​a​l​ ​C​o​m​p​r​e​h​e​n​s​i​v​e​ ​C​e​n​t​ e​r​ ​f​o​r​ ​T​e​a​c​h​e​r​ ​Q​u​a​l​i​t​y.​ ​ 2​ ​ ​J​o​h​n​s​o​n​,​ ​S​.​,​ ​C​o​o​p​e​r​,​ ​C​.​,​ ​C​a​r​t​ w​r​i​g​h​t​,​ ​S​.​,​ ​D​o​n​a​l​d​,​ ​I​.​,​ ​T​a​y​l​o​r​,​ ​P​.​ ,​ ​&​ ​M​i​l​l​e​t​,​ ​C​.​ ​(​2​0​0​5​)​.​ ​T​h​e​ ​e​x​p​e​r​ i​e​n​c​e​ ​o​f​ ​w​o​r​k​-​r​e​l​a​t​e​d​ ​s​t​r​e​s​s​ ​a​ c​r​o​s​s​ ​o​c​c​u​p​a​t​i​o​n​s​.​ ​Jo ​ ​u​r​n​a​l​ ​o​f​ ​ M​a​n​a​g​e​r​i​a​l​ ​P​s​y​c​h​o​l​o​g​y​,​ ​2​0​,​ ​1​7​ 8​–​1​8​7​ 3​ ​ ​B​o​y​d​,​ ​D​.​,​ ​L​a​n​k​f​o​r​d​,​ ​H​.​,​ ​L​o​e​b​,​ ​S​ .​,​ ​&​ ​W​y​c​k​o​f​f​,​ ​J​.​ ​(​2​0​0​5​)​.​ ​E​x​p​l​a​i​n​ i​n​g​ ​t​h​e​ ​s​h​o​r​t​ ​c​a​r​e​e​r​s​ ​o​f​ ​h​i​g​h​-​a​ c​h​i​e​v​i​n​g​ ​t​e​a​c​h​e​r​s​ ​i​n​ ​s​c​h​o​o​l​s​ ​ w​i​t​h​ ​l​o​w​-​p​e​r​f​o​r​m​i​n​g​ ​s​t​u​d​e​n​t​s​.​ ​ A​m​e​r​i​c​a​n​ ​e​c​o​n​o​m​i​c​ ​r​e​v​i​e​w​,​ ​9​ 5​(​2​)​,​ ​1​6​6​-​1​7​1​.​

4​ ​ ​A​l​m​y​,​ ​S​.​,​ ​&​ ​T​h​e​o​k​a​s​,​ ​C​.​ ​(​2​0​1​0​)​.​ ​ N​o​t​ ​p​r​e​p​a​r​e​d​ ​f​o​r​ ​c​l​a​s​s​:​ ​H​i​g​h​-​p​ o​v​e​r​t​y​ ​s​c​h​o​o​l​s​ ​c​o​n​t​i​n​u​e​ ​t​o​ ​h​a​ v​e​ ​f​e​w​e​r​ ​i​n​-​f​i​e​l​d​ ​t​e​a​c​h​e​r​s​.​ E ​ ​d​u​ c​a​t​i​o​n​ ​T​r​u​s​t;​ ​ ​C​a​r​d​i​c​h​o​n​,​ ​J​.​,​ ​D​a​ r​l​i​n​g​-​H​a​m​m​o​n​d​,​ ​L​.​,​ ​Y​a​n​g​,​ ​M​.​,​ ​S​ c​o​t​t​,​ ​C​.​,​ ​S​h​i​e​l​d​s​,​ ​P​.​ ​M​.​,​ ​&​ ​B​u​r​n​s​ ,​ ​D​.​ ​(​2​0​2​0​)​.​ I​ ​n​e​q​u​i​t​a​b​l​e​ ​o​p​p​o​r​t​ u​n​i​t​y​ ​t​o​ ​l​e​a​r​n​:​ ​S​t​u​d​e​n​t​ ​a​c​c​e​s​s​ ​ t​o​ ​c​e​r​t​i​f​i​e​d​ ​a​n​d​ ​e​x​p​e​r​i​e​n​c​e​d​ ​t​ e​a​c​h​e​r​s .​ ​P​a​l​o​ ​A​l​t​o​,​ ​C​A​:​ ​L​e​a​r​n​i​ n​g​ ​P​o​l​i​c​y​ ​I​n​s​t​i​t​u​t​e​.​ 5​ ​ ​S​h​e​r​n​o​f​f​,​ ​E​.​ ​S​.​,​ ​M​e​h​t​a​,​ ​T​.​ ​G​.​,​ ​A​t​ k​i​n​s​,​ ​M​.​ ​S​.​,​ ​T​o​r​f​,​ ​R​.​,​ ​&​ ​S​p​e​n​c​e​r​,​ ​ J​.​ ​(​2​0​1​1​)​.​ ​A​ ​q​u​a​l​i​t​a​t​i​v​e​ ​s​t​u​d​y​ ​o​f​ ​t​ h​e​ ​s​o​u​r​c​e​s​ ​a​n​d​ ​i​m​p​a​c​t​ ​o​f​ ​s​t​r​e​s​ s​ ​a​m​o​n​g​ ​u​r​b​a​n​ ​t​e​a​c​h​e​r​s​.​ S ​ ​c​h​o​ o​l​ ​M​e​n​t​a​l​ ​H​e​a​l​t​h​,​ ​3​(​2​)​,​ ​5​9​-​6​9​.​ 6​ ​ ​C​e​n​t​e​r​s​ ​f​o​r​ ​D​i​s​e​a​s​e​ ​C​o​n​t​r​o​l​ ​a​ n​d​ ​P​r​e​v​e​n​t​i​o​n​.​ ​(​2​0​2​0​,​ ​J​u​l​y​ ​1​)​.​ ​ M​e​n​t​a​l​ ​h​e​a​l​t​h​ ​a​n​d​ ​c​o​p​i​n​g​ ​d​u​r​i​ n​g​ ​C​O​V​I​D​-​1​9​.​ ​h​t​t​p​s​:​/​/​w​w​w​.​c​d​c​ .​g​o​v​/​c​o​r​o​n​a​v​i​r​u​s​/​2​0​1​9​-​n​c​o​v​/​d​ a​i​l​y​-​l​i​f​e​-​c​o​p​i​n​g​/​m​a​n​a​g​i​n​g​-​s​t​r​e​ s​s​-​a​n​x​i​e​t​y​.​h​t​m​l​ 7​ ​ ​C​e​n​t​e​r​s​ ​f​o​r​ ​D​i​s​e​a​s​e​ ​C​o​n​t​r​o​l​ ​a​n​ d​ ​P​r​e​v​e​n​t​i​o​n​.​ ​(​2​0​2​0​,​ ​J​u​l​y​ ​2​4​)​.​ H ​ ​ e​a​l​t​h​ ​e​q​u​i​t​y​ ​c​o​n​s​i​d​e​r​a​t​i​o​n​s​ ​a​n​d​ r​a​c​i​a​l​ ​a​n​d​ ​e​t​h​n​i​c​ ​m​i​n​o​r​i​t​y​ ​g​r​o​u​

p​s​.​ ​h​t​t​p​s​:​/​/​w​w​w​.​c​d​c​.​g​o​v​/​c​o​r​o​n​a​ v​i​r​u​s​/​2​0​1​9​-​n​c​o​v​/​c​o​m​m​u​n​i​t​y​/​h​e​ a​l​t​h​-​e​q​u​i​t​y​/​r​a​c​e​-​e​t​h​n​i​c​i​t​y​.​h​t​m​l​ 8​ ​ ​T​h​e​ ​U​.​S​.​ ​C​i​v​i​l​ ​R​i​g​h​t​s​ ​D​a​t​a​ ​C​o​l​l​ e​c​t​i​o​n​ ​i​s​ ​a​ ​b​i​e​n​n​i​a​l​ ​s​u​r​v​e​y​ ​o​f​ ​p​ u​b​l​i​c​ ​s​c​h​o​o​l​s​ ​r​e​q​u​i​r​e​d​ ​b​y​ ​t​h​e​ ​ O​f ​f​i​c​e​ ​o​f​ ​C​i​v​i​l​ ​R​i​g​h​t​s​ ​s​i​n​c​e​ ​1​9​6​ 8​.​ ​A​s​ ​o​f​ ​t​h​e​ ​m​o​s​t​ ​r​e​c​e​n​t​ ​d​a​t​a​ ​c​ o​l​l​e​c​t​i​o​n​ ​(​2​0​2​0​-​2​1​)​,​ ​s​c​h​o​o​l​s​ ​m​ a​y​,​ ​b​u​t​ ​a​r​e​ ​n​o​ ​l​o​n​g​e​r​ ​r​e​q​u​i​r​e​d​ ​t​ o​ ​c​o​l​l​e​c​t​ ​d​a​t​a​ ​o​n​ ​t​h​e​ ​n​u​m​b​e​r​ ​o​ f​ ​F​T​E​ ​t​e​a​c​h​e​r​s​ ​a​b​s​e​n​t​ ​m​o​r​e​ ​t​ h​a​n​ ​1​0​ ​s​c​h​o​o​l​ ​d​a​y​s​ ​(​e​x​c​l​u​d​i​n​g​ ​ pr​o​​f​e​s​s​i​o​n​a​l​ ​d​e​v​e​l​o​p​m​e​n​t​)​.​ 9​ ​ ​U​.​S​.​ ​D​e​p​a​r​t​m​e​n​t​ ​o​f​ ​E​d​u​c​a​t​i​o​n​ ​(​ 2​0​1​4​)​.​ ​C​i​v​i​l​ ​r​i​g​h​t​s​ ​d​a​t​a​ ​c​o​l​l​e​c​t​i​o​ n​ ​d​a​t​a​ ​s​n​a​p​s​h​o​t​:​ ​T​e​a​c​h​e​r​ ​e​q​u​i​ t​y​.​ O ​ ​f ​f​i​c​e​ ​f​o​r​ ​C​i​v​i​l​ ​R​i​g​h​t​s​.​ ​h​t​t​p​s​:​ /​/​w​w​w​2​.​e​d​.​g​o​v​/​a​b​o​u​t​/​o​f ​f​i​c​e​s​/​l​i​ s​t​/​o​c​r​/​d​o​c​s​/​c​r​d​c​-​t​e​a​c​h​e​r​-​e​q​u​i​t​ y​-​s​n​a​p​s​h​o​t​.​p​d​f​ 1​0​ ​ ​C​l​o​t​f​e​l​t​e​r​,​ ​C​.​ ​T​.​,​ ​L​a​d​d​,​ ​H​.​ ​F​.​,​ ​&​ ​ V​i​g​d​o​r​,​ ​J​.​ ​L​.​ ​(​2​0​0​9​)​.​ ​A​r​e​ ​t​e​a​c​h​ e​r​ ​a​b​s​e​n​c​e​s​ ​w​o​r​t​h​ ​w​o​r​r​y​i​n​g​ ​a​ b​o​u​t​ ​i​n​ ​t​h​e​ ​U​n​i​t​e​d​ ​S​t​a​t​e​s​?​ E ​ ​d​u​ c​a​t​i​o​n​ ​F​i​n​a​n​c​e​ ​a​n​d​ ​P​o​l​i​c​y​,​ ​4​(​2​ )​,​ ​1​1​5​-​1​4​9​.​ 1​1​ ​ ​B​a​x​t​e​r​,​ ​A​.​,​ ​(​2​0​1​7​)​ ​I​m​p​r​o​v​i​n​g​ ​t​e​

POLICY AND PRACTICE RECOMMENDATIONS Districts, school leaders and teacher preparation programs supportive of developing teachers’ social and emotional skills, may consider the following recommendations:

• Districts should provide targeted SEL support to new teachers to help them build the skills to thrive and become effective sooner.

• Districts with monetary attendance incentives should assess whether these policies are discouraging teachers from taking the time off they need to manage stress and take care of their social and emotional health.

• Teacher preparation programs should assess their course offerings for social and emotional skills training and

explore opportunities to offer courses cross-listed with departments of psychology, which often have available courses that may be adapted to an educational context.

• School and districts leaders should conduct surveys and hold listening sessions to understand teacher well-being and job-related stressors and then use this information to target interventions. Leaders should be mindful of how teachers from different backgrounds may experience different job-related stressors.

• Districts should leverage American Rescue Plan Elementary and Secondary School Emergency Relief

(ESSER) funding, which requires that at least 20 percent of funds be used to address lost instructional time with evidence-based interventions that respond to students’ academic and social and emotional needs. Programs and interventions for student SEL should also include provide professional development to help teachers meet their students’ needs and to regulate their own stress.

• States and districts should also use ESSER funds to address the root causes of teacher shortages and advance

strategies to build a stable and diverse teacher workforce, including partnerships with Historically Black Colleges and Universities which prepare 50 percent of the nation’s Black teachers.41

16 | SOUTHEAST EDUCATION NETWORK | WINTER 2022

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a​c​h​e​r​ ​a​t​t​e​n​d​a​n​c​e​:​ ​S​t​a​t​e​ ​a​n​d​ ​d​ i​s​t​r​i​c​t​ ​o​p​t​i​o​n​s​.​ S ​ ​o​u​t​h​e​r​n​ ​R​e​g​i​o​ n​a​l​ ​E​d​u​c​a​​t​i​o​n​ ​B​o​a​r​d​

o​v​e​r​?​ ​R​e​t​r​i​e​v​e​d​ ​f​r​o​m​ ​h​t​t​p​s​:​/​/​l​e​a​ r​n​i​n​g​p​o​l​i​c​y​i​n​s​t​i​t​u​t​e​.​o​r​g​/​p​r​o​d​u​c​t​ /​t​h​e​-​c​o​s​t​-​o​f​-​t​e​a​c​h​e​r​-​t​u​r​n​o​v​e​r​

1​2​ ​ ​G​o​l​d​r​i​n​g​,​ ​R​.​,​ ​T​a​i​e​,​ ​S​.​,​ ​&​ ​R​i​d​d​l​e​ s​,​ ​M​.​ ​(​2​0​1​4​)​.​ ​T​e​a​c​h​e​r​ ​a​t​t​r​i​t​i​o​n​ ​a​ n​d​ ​m​o​b​i​l​i​t​y​:​ ​R​e​s​u​l​t​s​ ​f​r​o​m​ ​t​h​e​ ​2​ 0​1​2​–​1​3​ ​t​e​a​c​h​e​r​ ​f​o​l​l​o​w​-​u​p​ ​s​u​r​v​ e​y​.​ N ​ ​a​t​i​o​n​a​l​ ​C​e​n​t​e​r​ ​f​o​r​ ​E​d​u​c​a​t​ i​o​n​ ​S​t​a​t​i​s​t​i​c​s​.​

1​9​ ​ ​S​t​e​i​n​e​r​,​ ​E​.​ ​D​.​ ​&​ ​W​o​o​,​ ​A​.​ ​(​2​0​2​1​)​.​ ​ J​o​b​-​r​e​l​a​t​e​d​ ​s​t​r​e​s​s​ ​t​h​r​e​a​t​e​n​s​ ​t​ h​e​ ​t​e​a​c​h​e​r​ ​s​u​p​p​l​y​:​ ​K​e​y​ ​f​i​n​d​i​n​g​ s​ ​f​r​o​m​ ​t​h​e​ ​2​0​2​1​ ​S​t​a​t​e​ ​o​f​ ​t​h​e​ ​U​ .​S​.​ ​T​e​a​c​h​e​r​ ​S​u​r​v​e​y​.​ ​S​a​n​t​a​ ​M​o​n​ i​c​a​,​ ​C​A​:​ ​R​A​N​D​ ​C​o​r​p​o​r​a​t​i​o​n​.​ ​h​t​ t​p​s​:​/​/​w​w​w​.​r​a​n​d​.​o​r​g​/​p​u​b​s​/​ ​r​e​s​e​ a​r​c​h​_​r​e​p​o​r​t​s​/​R​R​A​1​1​0​8​-​1​.​h​t​m​l​

1​3​ ​ ​N​a​t​i​o​n​a​l​ ​C​e​n​t​e​r​ ​f​o​r​ ​E​d​u​c​a​t​i​o​n​ ​ S​t​a​t​i​s​t​i​c​s​ ​(​2​0​1​2​)​ ​S​c​h​o​o​l​s​ ​a​n​d​ ​s​ t​a​f ​f​i​n​g​ ​s​u​r​v​e​y​;​ ​C​a​r​v​e​r​-​T​h​o​m​a​s​ ,​ ​D​.​ ​&​ ​D​a​r​l​i​n​g​-​H​a​m​m​o​n​d​,​ ​L​.​ ​(​2​ 0​1​7​)​.​ T ​ ​e​a​c​h​e​r​ ​t​u​r​n​o​v​e​r​:​ ​W​h​y​ ​i​ t​ ​m​a​t​t​e​r​s​ ​a​n​d​ ​w​h​a​t​ ​w​e​ ​c​a​n​ ​d​o​ ​ a​b​o​u​t​ ​i​t​.​ ​P​a​l​o​ ​A​l​t​o​,​ ​C​A​:​ ​L​e​a​r​n​i​ n​g​ ​P​o​l​i​c​y​ ​I​n​s​t​i​t​u​t​e​.​ ​h​t​t​p​s​:​/​/​l​e​a​r​ n​i​n​g​p​o​l​i​c​y​i​n​s​t​i​t​u​t​e​.​o​r​g​/​s​i​t​e​s​/​d​ e​f​a​u​l​t​/​f​i​l​e​s​/​p​r​o​d​u​c​t​-​f​i​l​e​s​/​T​e​a​c​h​​ e​r​_​T​u​r​n​o​v​e​r​_​R​E​P​O​R​T​.​p​d​f​;​ ​S​o​ u​t​h​e​r​n​ ​E​d​u​c​a​t​i​o​n​ ​F​o​u​n​d​a​t​i​o​n​.​ ​ (​2​0​1​5​)​.​ ​A​ ​n​e​w​ ​m​a​j​o​r​i​t​y​:​ ​L​o​w​-​i​n​ c​o​m​e​ ​s​t​u​d​e​n​t​s​ ​n​o​w​ ​a​ ​m​a​j​o​r​i​t​y​ ​ i​n​ ​t​h​e​ ​n​a​t​i​o​n​’​s​ ​p​u​b​l​i​c​ ​s​c​h​o​o​l​s​ ​[​ R​e​s​e​a​r​c​h​ ​b​u​l​l​e​t​i​n​]​.​ ​A​t​l​a​n​t​a​,​ ​G​A​ :​ ​A​u​t​h​o​r​.​ ​h​t​t​p​s​:​/​/​w​w​w​.​s​o​u​t​h​​e​r​n​ e​d​u​c​a​t​i​o​n​.​o​r​g​/​w​p​-​c​o​n​t​e​n​t​/​ ​u​p​l​ o​a​d​s​/​2​0​1​9​/​0​2​/​N​e​w​-​M​a​j​o​r​i​t​y​-​U​ p​d​a​t​e​-​B​u​l​l​e​t​i​n​.​p​d​f​.​ 1​4​ ​ ​D​i​l​i​b​e​r​t​i​,​ ​M​.​ ​K​.​,​ ​S​c​h​w​a​r​t​z​,​ ​H​.​ ​L​.​,​ ​ &​ ​G​r​a​n​t​,​ ​D​.​ ​(​2​0​2​1​)​.​ ​S​t​r​e​s​s​ ​t​o​p​p​ e​d​ ​t​h​e​ ​r​e​a​s​o​n​s​ ​w​h​y​ ​p​u​b​l​i​c​ ​s​c​ h​o​o​l​ ​t​e​a​c​h​​e​r​s​ ​q​u​i​t​,​ ​e​v​e​n​ ​b​e​f​o​r​ e​ ​C​O​V​I​D​-​1​9​.​ 1​5​ ​ ​A​m​e​r​i​c​a​n​ ​F​e​d​e​r​a​t​i​o​n​ ​o​f​ ​T​e​a​c​h​ e​r​s​.​ ​(​2​0​1​7​)​.​ ​2​0​1​7​ ​E​d​u​c​a​t​o​r​ ​q​u​a​ l​i​t​y​ ​o​f​ ​w​o​r​k​ ​l​i​f​e​ ​s​u​r​v​e​y​.​ 1​6​ ​ ​H​a​r​r​i​s​,​ ​D​.​ ​N​.​,​ ​&​ ​S​a​s​s​,​ ​T​.​ ​R​.​ ​(​2​0​1​ 1​)​.​ ​T​e​a​c​h​e​r​ ​t​r​a​i​n​i​n​g​,​ ​t​e​a​c​h​e​r​ ​q​ u​a​l​i​t​y​ ​a​n​d​ ​s​t​u​d​e​n​t​ ​a​c​h​i​e​v​e​m​e​ n​t​.​ J​ ​o​u​r​n​a​l​ ​o​f​ ​P​u​b​l​i​c​ ​E​c​o​n​o​m​i​c​ s​,​ ​9​5​(​7​-​8​)​,​ ​7​9​8​-​8​1​2​.​ ​h​t​t​p​s​:​/​/​w​w​ w​.​s​c​i​e​n​c​e​d​i​r​e​c​t​.​c​o​m​/​s​c​i​e​n​c​e​/​ a​r​t​i​c​l​e​/​a​b​s​/​p​i​i​/​ ​S​0​0​4​7​2​7​2​7​1​0​0​ 0​1​6​9​6​ 1​7​ ​ ​R​o​n​f​e​l​d​t​,​ ​M​.​,​ ​L​o​e​b​,​ ​S​.​,​ ​&​ ​W​y​c​k​ o​f​f​,​ ​J​.​ ​(​2​0​1​3​)​.​ ​H​o​w​ ​T​e​a​c​h​e​r​ ​T​u​r​ n​o​v​e​r​ ​H​a​r​m​s​ ​S​t​u​d​e​n​t​ ​A​c​h​i​e​v​e​ m​e​n​t​.​ ​A​m​e​r​i​c​a​n​ ​E​d​u​c​a​t​i​o​n​a​l​ ​R​ e​s​e​a​r​c​h​ ​J​o​u​r​n​a​l​,​ ​5​0​(​1​)​,​ ​4​–​3​6​.​ ​ h​t​t​p​s​:​/​/​d​o​i​.​o​r​g​/​1​0​.​3​1​0​2​/​0​0​0​2​8​ 3​1​2​1​2​4​6​3​8​1​3​ 1​8​ ​ ​L​e​a​r​n​i​n​g​ ​P​o​l​i​c​y​ ​I​n​s​t​i​t​u​t​e​.​ ​(​2​0​1​7​)​ .​ ​W​h​a​t​’​s​ ​t​h​e​ ​c​o​s​t​ ​o​f​ ​t​e​a​c​h​e​r​ ​t​u​r​n​

2​0​ ​ ​C​h​e​r​n​g​,​ ​H​.​-​Y​.​ ​S​.​,​ ​&​ ​H​a​l​p​i​n​,​ ​P​.​ ​F​.​ ​ (​2​0​1​6​)​.​ ​T​h​e​ ​i​m​p​o​r​t​a​n​c​e​ ​o​f​ ​m​i​n​ o​r​i​t​y​ ​t​e​a​c​h​e​r​s​:​ ​S​t​u​d​e​n​t​ ​p​e​r​c​e​p​ t​i​o​n​s​ ​o​f​ ​m​i​n​o​r​i​t​y​ ​v​e​r​s​u​s​ ​W​h​i​t​e​ ​ t​e​a​c​h​e​r​s​.​ E ​ ​d​u​c​a​t​i​o​n​a​l​ ​R​e​s​e​a​r​ c​h​e​r​,​ ​4​5​(​7​)​,​ ​4​0​7​–​4​2​0​;​ ​I​r​v​i​n​e​,​ ​J​ .​ ​J​.​ ​(​1​9​8​8​)​.​ ​A​n​ ​a​n​a​l​y​s​i​s​ ​o​f​ ​t​h​e​ ​p​ r​o​b​l​e​m​ ​o​f​ ​d​i​s​a​p​p​e​a​r​i​n​g​ ​B​l​a​c​k​ ​ e​d​u​c​a​t​o​r​s​.​ E ​ ​l​e​m​e​n​t​a​r​y​ ​S​c​h​o​o​l​ ​ J​o​u​r​n​a​l​,​ ​8​8​(​5​)​,​ ​5​0​3​–​5​1​4​.​ 2​1​ ​ ​C​A​S​E​L​ ​(​2​0​2​0​)​ ​”​S​E​L​ ​i​s​.​.​.​”​ ​C​A​S​E​ L​:​ ​T​h​e​ ​C​o​l​l​a​b​o​r​a​t​i​v​e​ ​f​o​r​ ​A​c​a​d​ e​m​i​c​,​ ​S​o​c​i​a​l​,​ ​a​n​d​ ​E​m​o​t​i​o​n​a​l​ ​L​ e​a​r​n​i​n​g​.​ ​h​t​t​p​s​:​/​/​c​a​s​e​l​.​o​r​g​/​w​h​a​ t​-​i​s​-​s​e​l​/​ 2​2​ ​ ​C​A​S​E​L​ ​(​2​0​2​0​)​ ​”​S​E​L​:​ ​O​u​r​ ​t​h​e​o​r​y​ ​ o​f​ ​a​c​t​i​o​n​ ​f​o​r​ ​e​f​f​e​c​t​i​v​e​ ​i​m​p​l​e​m​e​n​t​ a​t​i​o​n​”​ C ​ ​A​S​E​L​:​ ​T​h​e​ ​C​o​l​l​a​b​o​r​a​t​i​v​e​ ​ f​o​r​ ​A​c​a​d​e​m​i​c​,​ ​S​o​c​i​a​l​,​ ​a​n​d​ ​E​m​o​t​i​ o​n​a​l​ ​L​e​a​r​n​i​n​g​.​ ​h​t​t​p​s​:​/​/​c​a​s​e​l​.​o​r​g​/​t​ h​e​o​r​y​-​o​f​-​a​c​t​i​o​n​/​ 2​3​ ​ ​C​o​l​l​a​b​o​r​a​t​i​v​e​ ​f​o​r​ ​A​c​a​d​e​m​i​c​,​ ​S​ o​c​i​a​l​,​ ​a​n​d​ ​E​m​o​t​i​o​n​a​l​ ​L​e​a​r​n​i​n​g​.​ ​ (​2​0​2​0​)​ ​S​E​L​:​ ​W​h​a​t​ ​a​r​e​ ​t​h​e​ ​c​o​re​ ​ c​o​m​p​e​​t​e​n​c​e​ ​a​r​e​a​s​ ​a​n​d​ ​w​h​e​r​e​ ​ a​r​e​ ​t​h​e​y​ ​p​r​o​m​o​t​e​d​?​ C ​ ​A​S​E​L​:​ ​T​ h​e​ ​C​o​l​l​a​b​o​r​a​t​i​v​e​ ​f​o​r​ ​A​c​a​d​e​m​i​ c​,​ ​S​o​c​i​a​l​,​ ​a​n​d​ ​E​m​o​t​i​o​n​a​l​ ​L​e​a​r​ n​i​n​g​.​ ​C​h​i​c​a​g​o​,​ ​I​L​:​ ​A​u​t​h​o​r​.​ ​h​t​t​p​ s​:​/​/​c​a​s​e​l​.​o​r​g​/​s​e​l​-​f​r​a​m​e​w​o​r​k​/​.​ 2​4​ ​ ​S​c​h​o​n​e​r​t​-​R​e​i​c​h​l​,​ ​K​.​ ​A​.​ ​(​2​0​1​7​)​.​ ​S​o​ c​i​a​l​ ​a​n​d​ ​e​m​o​t​i​o​n​a​l​ ​l​e​a​r​n​i​n​g​ ​a​n​d​ ​ t​e​a​c​h​e​r​s​.​ T ​ ​h​e​ ​F​u​t​u​r​e​ ​o​f​ ​C​h​i​l​d​r​e​ n​,​ ​1​3​7​-​1​5​5​.​ ​h​t​t​p​s​:​/​/​w​w​w​.​j​s​t​o​r​.​o​r​g​ /​s​t​a​b​l​e​/​4​4​2​1​9​0​2​5​ 2​5​ ​ ​J​e​n​n​i​n​g​s​,​ ​P​.​ ​A​.​,​ ​&​ ​G​r​e​e​n​b​e​r​g​,​ ​ M​.​ ​T​.​ ​(​2​0​0​9​)​.​ ​T​h​e​ ​p​r​o​s​o​c​i​a​l​ ​c​l​a​ s​s​r​o​o​m​:​ ​T​e​a​c​h​e​r​ ​s​o​c​i​a​l​ ​a​n​d​ ​e​ m​o​t​i​o​n​a​l​ ​c​o​m​p​e​t​e​n​c​e​ ​i​n​ ​r​e​l​a​t​ i​o​n​ ​t​o​ ​s​t​u​d​e​n​t​ ​a​n​d​ ​c​l​a​s​s​r​o​o​m​ ​ o​u​t​c​o​m​e​s​.​ R ​ ​e​v​i​e​w​ ​o​f​ ​E​d​u​c​a​t​i​o​ n​a​l​ ​R​e​s​e​a​r​c​h,​ ​ ​7​9​(​1​)​,​ ​4​9​1​-​ ​5​2​5​;​ ​ S​p​i​l​t​,​ ​J​.​ ​L​.​,​ ​K​o​o​m​e​n​,​ ​H​.​ ​M​.​,​ ​&​ ​T​ h​i​j​s​,​ ​J​.​ ​T​.​ ​(​2​0​1​1​)​.​ ​T​e​a​c​h​e​r​ ​w​e​l​l​b​ e​i​n​g​:​ ​T​h​e​ ​i​m​p​o​r​t​a​n​c​e​ ​o​f​ ​t​e​a​c​h​ e​r​–​s​t​u​​d​e​n​t​ ​r​e​l​a​t​i​o​n​s​h​i​p​s​.​ E ​ ​d​u​

c​a​t​i​o​n​a​l​ ​P​s​y​c​h​o​l​o​g​y​ ​R​e​v​i​e​w​,​ ​2​ 3​(​4​)​,​ ​4​5​7​-​4​7​7​.​ 2​6​ ​ ​O​b​e​r​l​e​,​ ​E​.​,​ ​&​ ​S​c​h​o​n​e​r​t​-​R​e​i​c​h​l​,​ ​ K​.​ ​A​.​ ​(​2​0​1​6​)​.​ ​S​t​r​e​s​s​ ​c​o​n​t​a​g​i​o​n​ ​i​ n​ ​t​h​e​ ​c​l​a​s​s​r​o​o​m​?​ ​T​h​e​ ​l​i​n​k​ ​b​e​t​ w​e​e​n​ ​c​l​a​s​s​​r​o​o​m​ ​t​e​a​c​h​e​r​ ​b​u​r​n​ o​u​t​ ​a​n​d​ ​m​o​r​n​i​n​g​ ​c​o​r​t​i​s​o​l​ ​i​n​ ​e​l​ e​m​e​n​t​a​r​y​ ​s​c​h​o​o​l​ ​s​t​u​d​e​n​t​s​.​ S ​ ​o​ c​i​a​l​ ​S​c​i​e​n​c​e​ ​&​ ​M​e​d​i​c​i​n​e​,​ ​1​5​9​,​ ​ 3​0​-​3​7​.​ ​h​t​t​p​s​:​/​/​w​w​w​.​s​c​i​e​n​c​e​d​i​r​ e​c​t​.​c​o​m​/​s​c​i​e​n​c​e​/​a​r​t​i​c​l​e​/​a​b​s​/​p​i​ i​/​S​0​2​7​7​9​5​3​6​1​6​3​0​2​0​5​2​ 2​7​ ​ ​J​e​n​n​i​n​g​s​,​ ​P​.​ ​A​.​,​ ​&​ ​G​r​e​e​n​b​e​r​g​,​ ​ M​.​ ​T​.​ ​(​2​0​0​9​)​.​ ​T​h​e​ ​p​r​o​s​o​c​i​a​l​ ​c​l​a​ s​s​r​o​o​m​:​ ​T​e​a​c​h​e​r​ ​s​o​c​i​a​l​ ​a​n​d​ ​e​ m​o​t​i​o​n​a​l​ ​c​o​m​p​e​t​e​n​c​e​ ​i​n​ ​r​e​l​a​t​ i​o​n​ ​t​o​ ​s​t​u​d​e​n​t​ ​a​n​d​ ​c​l​a​s​s​r​o​o​m​ ​ o​u​t​c​o​m​e​s​.​ R ​ ​e​v​i​e​w​ ​o​f​ ​e​d​u​c​a​t​i​o​ n​a​l​ ​r​e​s​e​a​r​c​h​,​ ​7​9​(​1​)​,​ ​4​9​1​-​ ​5​2​5​.​ 2​8​ ​ ​S​c​h​o​n​e​r​t​-​R​e​i​c​h​l​,​ ​K​.​ ​A​.​ ​(​2​0​1​7​)​.​ ​S​ o​c​i​a​l​ ​a​n​d​ ​e​m​o​t​i​o​n​a​l​ ​l​e​a​r​n​i​n​g​ ​a​ n​d​ ​t​e​a​c​h​e​r​s​.​ T ​ ​h​e​ ​F​u​t​u​r​e​ ​o​f​ ​C​h​ i​l​d​r​e​n​,​ ​1​3​7​-​1​5​5​.​ 2​9​ ​ ​J​e​n​n​i​n​g​s​,​ ​P​.​ ​A​.​,​ ​&​ ​G​r​e​e​n​b​e​r​g​,​ ​M​ .​ ​T​.​ ​(​2​0​0​9​)​.​ ​T​h​e​ ​p​r​o​s​o​c​i​a​l​ ​c​l​a​s​s​r​ o​o​m​:​ ​T​e​a​c​h​e​r​ ​s​o​c​i​a​l​ ​a​n​d​ ​e​m​o​t​i​ o​n​a​l​ ​c​o​m​p​e​t​e​n​c​e​ ​i​n​ ​r​e​l​a​t​i​o​n​ ​t​o​ ​ s​t​u​d​e​n​t​ ​a​n​d​ ​c​l​a​s​s​r​o​o​m​ ​o​u​t​c​o​m​ e​s​.​ R ​ ​e​v​i​e​w​ ​o​f​ ​e​d​u​c​a​t​i​o​n​a​l​ ​r​e​s​e​ a​r​c​h​,​ ​7​9​(​1​)​,​ ​4​9​1​-​5​2​5​.​ 3​0​ ​ ​S​c​h​o​n​e​r​t​-​R​e​i​c​h​l​,​ ​K​.​ ​A​.​ ​(​2​0​1​7​)​.​ ​S​ o​c​i​a​l​ ​a​n​d​ ​e​m​o​t​i​o​n​a​l​ ​l​e​a​r​n​i​n​g​ ​a​ n​d​ ​t​e​a​c​h​e​r​s​.​ T ​ ​h​e​ ​F​u​t​u​r​e​ ​o​f​ ​C​h​ i​l​d​r​e​n​,​ ​1​3​7​-​1​5​5​.​ 3​1​ ​ ​H​a​s​t​i​n​g​s​,​ ​R​.​P​.​,​ ​B​h​a​m​,​ ​M​.​S​.​,​ ​2​0​0​ 3​.​ ​T​h​e​ ​r​e​l​a​t​i​o​n​s​h​i​p​ ​b​e​t​w​e​e​n​ ​s​t​ u​d​e​n​t​ ​b​e​h​a​v​i​o​u​r​ ​p​a​t​​t​e​r​n​s​ ​a​n​d​ ​t​ e​a​c​h​e​r​ ​b​u​r​n​o​u​t​.​ ​S​c​h​.​ ​P​s​y​c​h​o​l​.​ ​I​ n​t​.​ ​2​4​ ​(​1​)​,​ ​1​1​5​e​1​2​7​.​ 3​2​ ​ ​S​c​h​o​n​e​r​t​-​R​e​i​c​h​l​,​ ​K​.​ ​A​.​ ​(​2​0​1​7​)​.​ ​S​ o​c​i​a​l​ ​a​n​d​ ​e​m​o​t​i​o​n​a​l​ ​l​e​a​r​n​i​n​g​ ​a​ n​d​ ​t​e​a​c​h​e​r​s​.​ T ​ ​h​e​ ​F​u​t​u​r​e​ ​o​f​ ​C​h​ i​l​d​r​e​n​,​ ​1​3​7​-​1​5​5​.​ 3​3​ ​ ​M​e​r​r​i​t​t​,​ ​E​.​ ​G​.​,​ ​W​a​n​l​e​s​s​,​ ​S​.​ ​B​.​,​ ​R​i​ m​m​-​K​a​u​f​m​a​n​,​ ​S​.​ ​E​.​,​ ​C​a​m​e​r​o​n​,​ ​C​ .​,​ ​&​ ​P​e​u​g​h​,​ ​J​.​ ​L​.​ ​(​2​0​1​2​)​.​ ​T​h​e​ ​c​o​n​ t​r​i​b​u​​t​i​o​n​ ​o​f​ ​t​e​a​c​h​e​r​s​’​ ​e​m​o​t​i​o​n​a​l​ ​ s​u​p​p​o​r​t​ ​t​o​ ​c​h​i​l​d​r​e​n​’​s​ ​s​o​c​i​a​l​ ​b​e​h​ a​v​i​o​r​s​ ​a​n​d​ ​s​e​l​f​-​r​e​g​u​l​a​t​o​r​y​ ​s​k​i​l​l​s​ ​ i​n​ ​f​i​r​s​t​ ​g​r​a​d​e​.​ S ​ ​c​h​o​o​l​ ​P​s​y​c​h​o​l​o​g​ y​ ​R​e​v​i​e​w​,​ ​4​1​(​2​)​,​ ​1​4​1​-​1​5​9​.​ 3​4​ ​ ​S​l​a​d​e​,​ ​S​.​,​ ​&​ ​G​r​i​f ​f​i​t​h​,​ ​D​.​ ​(​2​0​1​3​)​.​ ​ A​ ​w​h​o​l​e​ ​c​h​i​l​d​ ​a​p​p​r​o​a​c​h​ ​t​o​ ​s​t​u​ d​e​n​t​ ​s​u​c​c​e​s​s​.​ K ​ ​E​D​I​ ​J​o​u​r​n​a​l​ ​o​

f​ ​E​d​u​c​a​t​i​o​n​a​l​ ​P​o​l​i​c​y​,​ ​1​0​(​3​)​;​ ​P​a​r​ t​n​e​r​s​h​i​p​ ​f​o​r​ ​t​h​e​ ​F​u​t​u​r​e​ ​o​f​ ​L​e​a​r​ n​i​n​g​.​ ​(​2​0​1​7​)​.​ ​A​ ​p​o​l​i​c​y​ ​f​r​a​m​e​w​o​ r​k​ ​f​o​r​ ​t​o​m​o​r​r​o​w​’​s​ ​l​e​a​r​n​i​n​g​.​ ​P​a​l​ o​ ​A​l​t​o​,​ ​C​A​:​ ​L​e​a​r​n​i​n​g​ ​P​o​l​i​c​y​ ​I​n​s​ t​i​t​u​t​e​.​ 3​5​ ​ ​Y​i​n​,​ ​J​.​,​ ​&​ ​P​a​r​t​e​l​o​w​,​ ​L​.​ ​(​2​0​2​0​)​ ​A​n​ ​ o​v​e​r​v​i​e​w​ ​o​f​ ​t​h​e​ ​t​e​a​c​h​e​r​ ​a​l​t​e​r​n​a​ t​i​v​e​ ​c​e​r​t​i​f​i​c​a​t​i​o​n​ ​s​e​c​t​o​r​ ​o​u​t​s​i​d​e​ ​ o​f​ ​h​i​g​h​e​r​ ​e​d​u​c​a​t​i​o​n​.​ C ​ ​e​n​t​e​r​ ​f​o​r​ ​ A​m​e​r​i​c​a​n​ ​P​r​o​g​r​e​s​s​ 3​6​ ​ ​C​a​r​d​i​c​h​o​n​,​ ​J​.​,​ ​D​a​r​l​i​n​g​-​H​a​m​m​o​ n​d​,​ ​L​.​,​ ​Y​a​n​g​,​ ​M​.​,​ ​S​c​o​t​t​,​ ​C​.​,​ ​S​h​i​e​l​ d​s​,​ ​P​.​ ​M​.​,​ ​&​ ​B​u​r​n​s​,​ ​D​.​ ​(​2​0​2​0​)​.​ ​I​n​ e​q​u​i​t​a​b​l​e​ ​o​p​p​o​r​t​u​n​i​t​y​ ​t​o​ ​l​e​a​r​n​:​ ​ S​t​u​d​e​n​t​ ​a​c​c​e​s​s​ ​t​o​ ​c​e​r​t​i​f​i​e​d​ ​a​n​d​ e​x​p​e​r​i​e​n​c​e​d​ ​t​e​a​c​h​e​r​s​.​ ​P​a​l​o​ ​A​l​t​ o​,​ ​C​A​:​ ​L​e​a​r​n​i​n​g​ ​P​o​l​i​c​y​ ​I​n​s​t​i​t​u​t​e​.​ 3​7​ ​ ​S​c​h​o​n​e​r​t​-​R​e​i​c​h​l​,​ ​K​.​ ​A​.​ ​(​2​0​1​7​)​.​ ​S​ o​c​i​a​l​ ​a​n​d​ ​e​m​o​t​i​o​n​a​l​ ​l​e​a​r​n​i​n​g​ ​a​ n​d​ ​t​e​a​c​h​e​r​s​.​ T ​ ​h​e​ ​F​u​t​u​r​e​ ​o​f​ ​C​h​ i​l​d​r​e​n​,​ ​1​3​7​-​1​5​5​.​ 3​8​ ​ ​M​a​c​k​e​n​z​i​e​,​ ​C​.​ ​S​.​ ​(​2​0​1​1​)​.​ ​P​r​e​p​a​r​i​n​ g​ ​n​e​w​ ​t​e​a​c​h​e​r​s​ ​f​o​r​ ​t​h​e​ ​f​u​l​l​ ​c​a​t​a​s​ t​r​o​p​h​e​ ​o​f​ ​t​h​e​ ​t​w​e​n​t​y​-​f​i​r​s​t​-​c​e​n​t​u​r​ y​ ​c​l​a​s​s​r​o​o​m​:​ ​I​n​t​e​g​r​a​t​i​n​g​ ​m​i​n​d​f​u​ l​n​e​s​s​ ​t​r​a​i​n​i​n​g​ ​i​n​t​o​ ​i​n​i​t​i​a​l​ ​t​e​a​c​h​e​r​ ​ e​d​u​c​a​t​i​o​n​.​ B ​ ​r​e​a​k​i​n​g​ ​t​h​e​ ​M​o​l​d​ ​o​f​ ​ P​r​e​s​e​r​v​i​c​e​ ​a​n​d​ ​i​n​ ​S​e​r​v​i​c​e​ ​T​e​a​c​h​ e​r​ ​E​d​u​c​a​t​i​o​n​:​ ​I​n​n​o​v​a​t​i​v​e​ ​a​n​d​ ​S​u​ c​c​e​s​s​f​u​l​ ​P​r​a​c​t​i​c​e​s​ ​f​o​r​ ​t​h​e​ ​T​w​e​n​t​ y​-​F​i​r​s​t​ ​C​e​n​t​u​r​y​,​ ​2​1​9​.​ 3​9​ ​ ​S​o​l​o​w​a​y​,​ ​G​.​ ​B​.​,​ ​P​o​u​l​i​n​,​ ​A​.​,​ ​&​ ​M​a​ c​k​e​n​z​i​e​,​ ​C​.​ ​S​.​ ​(​2​0​1​1​)​.​ ​P​r​e​p​a​r​i​n​g​ ​ n​e​w​ ​t​e​a​c​h​e​r​s​ ​f​o​r​ ​t​h​e​ ​f​u​l​l​ ​c​a​t​a​s​t​r​ o​p​h​e​ ​o​f​ ​t​h​e​ ​2​1​s​t​ ​c​e​n​t​u​r​y​ ​c​l​a​s​s​r​o​ o​m​:​ ​I​n​t​e​g​r​a​t​i​n​g​ ​m​i​n​d​f​u​l​n​e​s​s​ ​t​r​a​ i​n​i​n​g​ ​i​n​t​o​ ​i​n​i​t​i​a​l​ ​t​e​a​c​h​e​r​ ​e​d​u​c​a​t​i​ o​n​.​ ​I​n​ ​A​.​ ​C​o​h​a​n​ ​&​ ​A​.​ ​H​o​n​i​g​s​f​e​l​d​ ​ (​E​d​s​.​)​,​ ​B​r​e​a​k​i​n​g​ ​t​h​e​ ​m​o​l​d​ ​o​f​ ​p​r​ e​-​s​e​r​v​i​c​e​ ​a​n​d​ ​i​n​-​s​e​r​v​i​c​e​ ​t​e​a​c​h​e​ r​ ​e​d​u​c​a​t​i​o​n​ ​(​p​p​.​ ​2​2​1​–​2​2​7​)​.​ L ​ ​a​n​h​ a​m​:​ ​R​ ​a​n​d​ ​L​ ​E​d​u​c​a​t​i​o​n​.​ ​h​t​t​p​:​/​/​w​ w​w​.​a​h​i​.​o​r​g​.​i​l​/​p​d​f​/​a​r​t​-​e​n​-​3​.​p​d​f​ 4​0​ ​ ​h​t​t​p​s​:​/​/​g​g​i​e​.​b​e​r​k​e​l​e​y​.​e​d​u​/​?​_​g​a​=​ 2​.​2​5​8​5​0​9​1​9​4​.​1​0​6​9​4​1​6​0​5​8​.​1​6​ 2​5​2​4​5​8​7​0​-​5​9​3​8​0​6​1​2​5​.​1​6​2​3​3​ 5​6​6​8​0​ 4​1​ ​ ​F​e​n​w​i​c​k​,​ ​L​.​ ​(​2​0​1​6​)​.​ ​T​e​a​c​h​e​r​ ​p​r​e​ p​a​r​a​t​i​o​n​ ​i​n​n​o​v​a​t​i​o​n​ ​a​n​d​ ​H​i​s​t​o​r​ i​c​a​l​l​y​ ​B​l​a​c​k​ ​C​o​l​l​e​g​e​s​ ​a​n​d​ ​U​n​i​v​ e​r​s​i​t​i​e​s​ ​(​H​B​C​U​s​)​.​ ​A​n​n​ ​A​r​b​o​r​,​ ​M​:​ ​ T​e​a​c​h​i​n​g​W​o​r​k​s​.​ ​h​t​t​p​s​:​/​/​w​w​w​.​t​e​ a​ch ​ i​ n ​ g ​ w ​ o ​ r​ k ​ s​ .​ o ​ r​ g ​ /​ i​ m ​ a ​ g ​ e ​ s​ /​ ​f​i​le ​ s​ /​ T ​ ​ e​a​c​h​i​n​g​W​o​r​k​s​_​ ​F​e​n​w​i​c​k​.​p​d​f​

WINTER 2022 | SOUTHEAST EDUCATION NETWORK | 17

SECURITY

EDUCATORS & ED-TECH: STEWARDS OF PRIVACY Holly Hawkins

T

he use of educational technology is growing at an astounding rate in the U.S. and that growth raises privacy concerns from students, parents, teachers, and administrators regarding the collection and use of their data. In response to these concerns, a complex legal landscape is unfolding, including the passing of state-specific student data privacy laws that join the long-standing federal laws: the Children’s Online Privacy Protection Act (COPPA) and the Family Education Rights and Privacy Act (FERPA).

As the legal landscape accelerates to catch up with the growth of technology use within schools, an enormous burden is being placed on both educators and ed-tech companies to be responsible stewards of student data. Schools bear the responsibility to ensure that they are using compliant educational technology and, in turn, ed-tech companies must deliver products and services that comply with student data privacy laws.

This is no easy task.

Educators: Protecting Student Data Educators working

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to enhance the learning environment by introducing educational technology and learning resources to students and schools are uniquely positioned to help improve student data privacy and security. In order to do so, there are three steps to take: STEP 1: EDUCATE THE INDIVIDUALS IN THE ORGANIZATION ON: • How digital platforms access and use information • How digital platforms handle security and privacy • Importance of privacy

practices with student information • Risks of non-compliance with student data practices, privacy law, and policy This first step will take the longest to accomplish, but is also extremely important. Because most people do not understand how digital privacy works, nor how digital data is stored and used, the first step is to teach them.

Through workshops, presentations or training seminars, the organization has to educate all of its members about the use of digital platforms in WWW.SEENMAGAZINE.US

education, the challenges and risks it presents around protecting the privacy of student information, the risks of all non-compliant digital platforms and why it is important to foster a positive digital culture.

first, but is also critical to success. Because organization members now understand the risks of digital platforms and privacy, they will be the most valuable part of the team in identifying what noncompliant digital

Educators working to enhance the learning environment by introducing educational technology and learning resources to students and schools are uniquely positioned to help improve student data

Because organization members now understand the risks of digital platforms and privacy, they will be the most valuable part of the team in identifying what noncompliant digital technology is being used.

STEP 2: EVALUATE CURRENT PRACTICES

BY ASKING: • What digital platforms are being used in class or related to students in any context?

• Who is entering in student information and what is the current protocol for recording all forms of student information?

• Have the digital platforms been evaluated for privacy compliance?

• Which digital platforms are used most often and need to be evaluated first? What is the order, in terms of priority, of the remaining platforms?

This second step will require less time to accomplish than the

technology is being used.

They can identify important practices like what apps they use, what programs and platforms do individual sites use, and where are the connections between student information and record keeping most frequently done. Once this step has been accomplished by gathering all of the related information, the team is ready to work on the next step.

STEP 3: IDENTIFY CERTIFIED PRODUCT • Have all current products evaluated with a manual and technical assessment to ensure privacy policies and practices align and contracts are compliant.

For the last step, the team will develop a process to make sure the best privacy compliant products are used.

privacy and security by requiring the products be assessed for compliance with applicable laws. This assessment should be conducted by a third-party, privacy professional.

The assessment must go beyond a product’s posted terms of use and privacy policy and include a deep-dive into product functionality to understand how information is collected, used and shared.

There are a number of reasons for this: nuances in language, posted policies don’t always reflect actual practice, and/or full product functionality has not been adequately reflected. Furthermore, analysis of the company’s security practices must be conducted to verify if the appropriate physical,

technical and administrative controls are in place.

With these steps in place and strategically followed, student data will be better protected across the country’s school districts.

For more information on iKeepSafe and our services, please visit us at ikeepsafe. org/SEENmag or send email to privacy@iKeepSafe.org. iKeepSafe has developed a privacy certification program to help schools easily identify and use responsible ed-tech products and services, and to help ed-tech companies become compliant with student data privacy laws and communicate their compliance with schools. iKeepSafe offers education technology companies privacy certifications for COPPA, FERPA and state-specific laws such as California’s SOPIPA and AB1584.

Holly leads iKeepSafe’s Privacy & Security program with a focus on strengthening protections for student data within educational environments, among other areas. She is a passionate advocate for the protection of children with more than 20 years’ child safety experience in both for profit and nonprofit sectors.

Holly has developed national prevention programs, designed best practices for youth protection and privacy, and built national awareness campaigns.

WINTER 2022 | SOUTHEAST EDUCATION NETWORK | 19

BETTER TEACHING

T

CLASSROOM CURRICULUM FOR TEACHING STUDENTS & TEACHERS Lynne Munson

eachers in the 42 states that have adopted the Common Core State Standards in Mathematics (CCSS-M) are trying to change how they teach.

For most, the strategies and methods required are new, as is the depth of knowledge demanded, in both students and teachers.

Many teachers are finding that studying standardsbased curriculum can be a basis for their own professional development.

But this is only possible when curriculum-makers write materials that are

worthy of study. The expectations of the CCSS are slowly ushering out the day of the scripted curriculum. Content-rich materials that are educative and respectful of teachers as students themselves are replacing scripts.

With a much wider reach than any previous reform effort to fix math instruction in this country, Common Core State Standards in Mathematics are changing the K-12 instructional landscape. They emphasize conceptual thinking, deeper learning, and the real-world application of math concepts while

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also expecting kids to be able to compute well and recall math facts quickly.

They aren’t reliant solely on procedures and memorization of formulas, which people tend to forget over time. Instead, they seek to teach the meaning behind math concepts, problems and algorithms.

They also encourage students to solve problems in more than one way to promote flexible thinking and ensure students have multiple strategies that work for them.

But a persistent question has been how to help teachers successfully deliver

this kind of instruction, since most were trained before the Common Core and didn’t learn math this way as kids. Thus, as a new generation of children is being asked to learn math the way leading researchers, the higher education community, and employers say is needed, too many teachers don’t have the knowledge or the confidence to make that happen — particularly in the lower grades where teachers tend to be generalists.

In our experience over the past few years with the K-12 math curriculum we WWW.SEENMAGAZINE.US

developed, working directly with teachers and math experts, there are clear steps that districts can take to support and empower teachers.

Embedding professional learning opportunities into any new standards-based curriculum is vital. That may not be typically how educators, administrators, and the textbook industry have thought about the role of curricula, which too often have left the teacher out of the education equation. Too many curricula consist of series of scripts alongside student handouts. That outdated and ineffective approach not just risks missing out on an opportunity to help teachers improve their math knowledge and their teaching skills — it is deeply disrespectful of teachers who are striving to become masters of their craft.

In countries such as China, Singapore, Japan, and Finland — where students often outperform U.S. children on international math assessments — it is standard practice for teachers to study teaching materials intensely before planning and delivering any lesson. Publishers write the materials with an understanding that teachers and students both will be studying them. The teachers and mathematicians who wrote our free, online curriculum, Eureka Math, took this same approach.

First, we sought to establish a framework that helps guide classroom teachers. At the beginning of every grade level the curriculum includes a section called “Preparing to Teach a Module,” which outlines a process for understanding the instructional sequences of that section — essentially the “plot” of the math “story” being told.

Typically, each grade is broken up into five learning modules, and teachers are encouraged to study the table of contents and

overview of each section, to understand the concept development that’s expected, to consider the learning goals and to complete the built-in assessments.

Within the curriculum, we also outline a process to help teachers create their own daily lessons. We first ask them to think about how a particular lesson fits into the overall module and how it relates to key concepts being developed.

We include suggested problem sets, student tasks and sample student-teacher

dialogue to help simulate and guide teachers to use all this information in their classrooms. By studying curricular materials before preparing a lesson, teachers engage in the best form of professional development available to them.

Professional Development (PD) need not be a onetime event, delivered over several hours with a catered lunch. PD is most effective when it is a part of teachers’ everyday lives. By relating the PD directly to the students in their classrooms, progress is centered on

WINTER 2022 | SOUTHEAST EDUCATION NETWORK | 21

BETTER TEACHING the instructional materials teachers and students will actually use.

A successful curriculum should also allow for collaborative study with colleagues. When teachers have a good curriculum that works, they need to

Eureka Math teachers in Vermilion Parish, Louisiana work in gradelevel teams to read through the overview of every module in the curriculum.

They then discuss the learning objectives and dive into a conversation

and New York districts are also working collaboratively to study the curriculum and plan around it.

Kathy Quick-Gunther, director of curriculum and professional development in Bethel School District, Spanaway, Washington,

A successful curriculum should also allow for collaborative study with colleagues.

When teachers have a good curriculum that works, they need to study it methodically, but they need not always do it alone. study it methodically, but they need not always do it alone. Working with colleagues in professional learning communities can enhance this process.

Spending dedicated time with one another discussing lessons, objectives, and working through problems accelerates and deepens teachers’ math knowledge.

Teachers can use the curriculum as a guide to creating their own lessons and then give them to colleagues for review and shared use. Classroom teachers should feel comfortable and confident with what they are teaching, and peer feedback can strengthen their skills and identify places where they may need support.

about the math required before starting to teach a lesson. Principals follow up by working closely with teachers to see if they need classroom support from strong math teachers and coaches. Everyone feels supported, and kids are learning. Vermilion students recently showed strong growth on state math assessments.

We’re also seeing professional learning communities expand beyond individual districts.

For example, teachers in Vermilion Parish worked closely with those in nearby Iberia Parish, which also saw strong student achievement gains in math.

And teachers in several Washington State, Ohio,

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put it this way: “A teacher can advance his or her math knowledge, as well as improve instructional strategies, by reading and studying the curriculum and doing the problem sets and assessments.” She said her district has made more professional learning time available for teachers to prepare to teach math this way, and she said that has been beneficial to teachers and children.

Bethel teachers have actively engaged in district and school sponsored professional development.

In a less formally organized but entirely 21st century way, individual teachers may also choose to join an online community of teacher-learners who

want to improve their math practice by engaging with each other and our curriculum writers around a shared instructional tool. We see curriculum as something that can help teachers better understand the math and teaching sequences at hand, a curriculum that is instructive for students and educative for teachers, too.

Providing this kind of rich, job-embedded support to teachers hasn’t traditionally been the role of curriculum developers and the textbook industry, but it should be.

Whether they’re new to the Common Core standards or not, teachers need support to plan great lessons and teach math effectively. And what better way to offer it than through the instructional materials teachers use every day? Continuous learning is important for all professionals, even the strongest teachers. So any curriculum provided to them should offer a deeper understanding of what they are teaching and why, so they can offer the best possible instruction to their students.

Lynne Munson is the

president and executive director of Great Minds (greatminds.net), the nonprofit creator of Eureka Math, the free math curriculum also found at engageNY.org. Teachers and mathematicians wrote the Pre-K-12 curriculum, which is available online for free for anyone to download.

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PREPARING TEACHERS

FUTURE EDUCATOR ROLES DEMAND NEW APPROACHES TO PREPARATION Katherine Prince

T

here’s no question that education is changing.

Students have increased opportunities to learn any time, in school, throughout the community and on the web. There is growing interest in learning through virtual reality, digital games and social media platforms. Stakeholders are placing more importance on immediate student-level data to help adjust learning in real-time. Students are able to earn credit by volunteering throughout their communities. And competency-based and project-based learning are on the rise throughout more and more classrooms.

As learning continues to change and adapt to the times, educator roles will need to adapt to expanded learning environments in which students learn in new ways. The sector will need to create and fill jobs that focus on tracking competencies and verifying credentials to ensure students are succeeding in rigorous learning environments. More jobs will need to focus on data

privacy and analysis.

Other roles will need to help students and parents develop learning goals while navigating educational experiences in and out of the school building.

With this potential, we need to take a close look at what kinds of roles we need and want for the future.

Having more differentiated roles promises to expand possibilities for individual learners and provide unique professional opportunities for educators and leaders.

IMAGINE THAT THE YEAR IS 2032.

Imagine that you want to develop your career or help a friend enter the education field. You may or may not have a background working in a traditional K-12 school. Even if you do, you may crave new career development pathways…

Besides, learning looks pretty different than it did back in 2016. A larger variety of organizations are contributing. Students might learn primarily from one brick-and-mortar school, but they could also learn in other place-based settings such as museums,

libraries, science centers, and sports venues. They might engage in multimedia experiences that draw upon not just the web, but also augmented reality, virtual reality and social platforms.

Even if they are affiliated with a school, its structure is likely more fluid than was the norm in 2016.

Curriculum has also changed. Learners commonly pursue customized learning pathways that meet their needs, interests, and goals. As they do so, they work with a wide range of educators and other learning partners.

You might think of it as each learner having a “learning pit crew” of caring adults, peers, and digital assistants that respond to immediate needs while also optimizing for long-term success.

AN EXPANDING LEARNING ECOSYSTEM This scenario might feel exciting, destabilizing, or daunting. We can’t know whether it will come to pass, but, trends shaping the future of learning suggest that it is plausible.

Throughout these few years, we have considered what kinds of educator roles might contribute to more flexible and rigorous learning environments in 10 years. Education stakeholders need to consider what they want the future of learning to look like and how to staff it.

FUTURE EDUCATOR ROLES Here are eight potential roles to help guide that exploration: • Learning Journey Mentor – Guides

learners in working through their learning experiences and helping them execute their learning pathways.

This role is closest to that of today’s typical classroom teacher.

• Learning Pathway Designer– Works

with students, parents, and Learning Journey Mentors to set learning goals, track students’ progress and pacing, and model potential sequences of activities that support learning experiences aligned with competencies.

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PREPARING TEACHERS •C ompetency Tracker – Tags and maps

community-based learning opportunities by the competencies they address in order to support the development of reconfigurable personalized learning pathways and school formats.

• Pop-Up Reality Producer – Works with educators,

subject matter experts, story developers, and game designers to produce pervasive learning extravaganzas that engage learners in flow states and help them develop relevant skills, academic

• Micro-Credential Analyst – Provides

competencies, and know-how.

• Social Innovation Portfolio Director –

Builds networks in support of meaningful service-based learning and community impact by linking student actionlearning groups seeking to develop core skills and knowledge with organizations seeking creative solutions.

•L earning Naturalist –

Designs and deploys assessment protocols that capture evidence of learning in students’ diverse learning environments and contexts.

trusted, research-based evaluations and audits of micro-credential options and digital portfolio platforms in order to provide learners and institutions with comparative quality assurance metrics.

• Data Steward – Acts

as a third-party information trustee to ensure responsible and ethical use of personal data and to maintain broader education data system integrity and effective application through purposeful analytics.

Some of these roles might attract current teachers and administrators. Others might attract people from other backgrounds, including the data sciences, anthropology and ethnography, neuropsychology, and media design. Some of the roles would be likely to involve full-time employment for a single organization, while others could reflect more ad hoc, network-based employment structures.

EARLY EXPLORATION Some schools and other organizations are beginning to explore new educator roles. As highlighted by Education Reimagined,

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California’s competencybased Lindsay Unified School District describes its educators as Learning Facilitators that help students access relevant experiences. Advisors at Cardinal Academy in Kentucky’s Taylor County School District help high schoolers coordinate customized learning

community-based Expert Network to supplement educators’ support. Lastly, the Hack School pilot uses a split staffing model to involve people from industry alongside teachers in helping future leaders solve the world’s toughest problems.

These early explorations of new educator roles signal

concentrations in areas such as data analytics, natural assessment design, or multimedia experience production. Experienced educators seeking to develop their careers might pursue very targeted or experience-based learning engagements in place of traditional masters’ degrees.

Sabbaticals or externships

Diversifying educator roles will require shifting our attention from cultivating the teacher pipeline to attracting broad talent as well as training and supporting people as professionals. pathways that can include off-campus opportunities and internships. Educators at the highly individualized New Directions Alternative Education Center in Prince William County, Virginia, act as curators, mentors, and advisors, with Professional School Counselors supporting social and emotional well-being.

Pushing further, ReSchool Colorado is experimenting with learner advocate networks that would help learners navigate a rebundled alternative state system.

AltSchool, a private, highly personalized microschool, draws upon a

interest in reconfiguring roles to complement new approaches to learning.

FROM PIPELINES TO PROFESSIONALS Diversifying educator roles will require shifting our attention from cultivating the teacher pipeline to attracting broad talent as well as training and supporting people as professionals. We also need to rethink surrounding systems, including educator licensure, preparation, and professional development.

For example, new educators might devote time to developing core pedagogical skills while also pursuing specialized

could support experienced educators in bringing new capacities into learning ecosystems.

Identifying new approaches and transitioning today’s programs and approaches will present significant opportunity and challenge.

It will take time to foster cultural acceptance of more varied backgrounds and preparation pathways.

Current educators will need significant support in transitioning to new roles or in adapting to new structures. Even those who work as learning journey mentors, the role closest to that of today’s classroom teacher, can expect to be

working in new contexts and with new partners.

BETTER FOR STUDENTS, BETTER FOR TEACHERS Diversifying educator roles promises to enable learning ecosystems in providing learners with the best possible support.

It also promises to give teachers more flexibility to contribute to learning in ways that they find compelling and that make best use of individual strengths. Even more profoundly, reimagining educator roles promises to put educators at the center of learning by fostering networks of trusted professionals who can collaborate in bringing together their diverse expertise to facilitate rich and rigorous learning across multiple settings.

A paper, “Exploring the Future Education Workforce: New Roles for in Expanding Learning Ecosystem,“ explores these roles in greater detail, and a companion simulation website, VibrantED, illustrates what it might look like to recruit for them in ten years’ time.

Katherine Prince is senior

director of strategic foresight for KnowledgeWorks. She speaks and writes about the trends shaping education over the next decade and helps education stakeholders strategize how to become active agents of change in pursuing their ideal visions for the future learning ecosystem.

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