Structure
The CASEL Collaborator Network is the collective name for the individuals --
accomplished educators, researchers, policy makers and others -- who actively
collaborate with CASEL projects and activities in ongoing ways and exercise
a leadership role in a CASEL collaborative project. Some collaborations are
initiated by CASEL's President, Executive Director, and staff. Others
are initiated by Collaborators, and joined by CASEL staff because
the projects align with specific CASEL priorities.
Members of CASEL's previous Leadership Team have been groundbreaking
partners with CASEL on projects that advance the science and practice of social
and emotional learning (SEL); thus they are an intrinsic part of the Collaborator
Network, and are acknowledged as Founding Members of the Network.
Role
In addition to serving CASEL's mission and strategic agenda by joining in the project work of CASEL's President and/or Executive Director (or in addition to inviting CASEL to join and actively participate in work proposed and sponsored by the collaborating partner), Network Collaborators also promote the work of CASEL among their associates and networks; collaborate with other Network members; and share information concerning resources and opportunities, as well as their professional expertise, whenever possible. Network members are thought-provoking, catalytic and stimulating partners and advocates for CASEL's work.
Background
Collaboration is central to CASEL's history, identity, and modus
operandi. CASEL began as entirely volunteer collaborative of individuals
from diverse disciplines with a shared commitment to advancing the
science and practice of SEL. Even as CASEL developed a funded central
staff, its volunteer advisory Leadership Team continued to be a
primary source of strategic counsel and active collaboration on
projects. In addition, almost all major funded projects and strategic
directions that CASEL has undertaken began with a convening of outside
experts who advised us on directions needed by the field, and we
are guided along the way by Working Groups of experts whom we convene.
CASEL's 2006-2009 Strategic Plan emphasizes CASEL's commitment to
build a sustainable and collaborative organization through which
it will accomplish its mission. CASEL believes that cross-disciplinary
collaboration produces the richest insights, biggest impacts, and
best outcomes in work on behalf of children; thus the "C"
in CASEL stands for "Collaborative."
Criteria and Process for Establishing
CASEL Collaborative Projects and for Identifying Network Members
As the leading organization which advances the science and practice of social and emotional learning, CASEL will form many relationships with individuals and organizations in kindred areas. At the most basic level, it is important to communicate with these individuals and groups about the work we are doing and the work they are doing. However, when CASEL formally collaborates with others, the following criteria must be met:
- The project must advance the science or expand the practice of SEL.
- The project must address a prioritized aspect of CASEL's strategic plan.
- Collaboration must benefit the work and goals of both collaborating partners.
- CASEL and the prospective Collaborator will commit to ongoing communication about project goals and activities.
- CASEL and the prospective Collaborator will commit to coordinating their goals and activities.
- The Collaborator must consistently demonstrate excellence, social-emotional competence and ethical behavior in all collaborative efforts.
- CASEL must play an active role in shaping the collaborative project from inception through conclusion.
- CASEL and the prospective Collaborator will either work together to raise funds for the project, or will support each others' independent project fundraising.
- CASEL and the prospective Collaborator will have a written agreement about the goals, mutual expectations, activities, finances, products, and property rights of the collaboration.
- There must be a plan to evaluate the quality and productivity of the collaboration itself (did it add value to the work of CASEL?), as well as the outcomes of the work it produces (in the manner that CASEL continuously evaluates the impact and effectiveness of all its products and activities).
The CASEL President or Executive Director will invite a Collaborator to join the Network when the Collaborator has been vetted to exercise a leadership role in a CASEL Collaborative Project (see criteria above). The President and/or Executive Director may consult with members of the Board and appropriate sub-committees as they feel the need for additional input on implications of possible collaborations, but they are not required to consult with the Board in the normal course of conducting CASEL business.
CASEL Collaborators will be considered to be a part of the Network during the time of their active collaboration with CASEL, and for two years past that point. As new projects are identified as Collaborative Projects, the leaders and advisors on those projects will be invited to join the Network.
CASEL will fulfill its collaboration responsibilities as outlined in points
1-10 above. CASEL will also keep Network members informed of advances
within the larger SEL field, as well as keeping them apprised of
CASEL's unique achievements. Occasionally, CASEL will convene these
members through the vehicle of conferences, to build affinity and
to stimulate the growth of the field.
Current Individual Collaborators
- Founding Members: This is the designation given to members of CASEL's original Leadership Team.
- Project Working Group Members: CASEL has several active working Groups and many more have operated in past years. Current groups are (a) the Illinois Advisory Council - members advise and support CASEL efforts to advance SEL in Illinois Advisory groups to CASEL projects; (b) the Educational Leadership Development Intervention Design Team; and (c) the Educational Leadership Development Research Design Team.
- Educators: Leaders at school and district sites that collaborate in ongoing ways with CASEL to develop standards and implement schoolwide SEL – e.g., Principals of the Illinois Collaborating Sites; Leaders in ongoing collaborative work with the Singapore Ministry of Education; Basque Region; Anchorage, Alaska School District; New York City Department of Education, and Chicago Public Schools.
- CASEL SELect Program Developers: Selected developers of evidence-based SEL programs who collaborate with CASEL in ongoing ways to support SEL advances in practice and policy – e.g., Second Step, Responsive Classroom, Lions-Quest, Caring School Community, and others.
- Funders: Program Officers of major funders for CASEL initiatives
- Policymakers: Local, state, and federal officials who actively support CASEL's efforts to foster children's healthy development, school-based mental health, and especially, SEL in schools
Founding
Members
- Sheldon Berman, Superintendent of Schools, Hudson, MA
- Patricia Caesar, President and CEO, Caesar Consulting Group
- Maurice Elias, Professor of Psychology, Rutgers University
- Daniel Goleman, CASEL co-founder, author of Emotional Intelligence
- Mark T. Greenberg, Prevention Research Center for the Promotion of Human Development, Penn State University
- Eileen R. Growald, Venture Philanthropist
- Norris M. Haynes, Professor of Counseling and School Psychology,
Southern Connecticut State University
- Janice Jackson, Assistant Professor, Lynch School of Education,
Boston College
- Linda Lantieri, Director, Inner Resilience Program
- Beverly Benson Long, Immediate Past President, World Federation
for Mental Health
- JoAnn B. Manning, Vice President of Program Implementation, Platform Learning
- Mary Utne O'Brien, Research Professor of Psychology and Education,
University of Illinois at Chicago
- Janet Patti, Professor, Department of Curriculum and Teaching,
Hunter College
- Terry Pickeral, Executive Director, National Center for Learning
and Citizenship, ECS
- Timothy P. Shriver, Chair, Special Olympics, Inc.
- David J. Sluyter, Senior Advisor, Fetzer Institute
- Herbert J. Walberg, Professor Emeritus, Education and Psychology,
University of Illinois at Chicago
- Roger P. Weissberg, Professor of Psychology and Education, University
of Illinois at Chicago
- Joseph E. Zins, Professor, Professor, College of Education, University of Cincinnati (Deceased)
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Project Working Group Members
Illinois Advisory Members
- Ruth Cross, Co-Chair CASEL Illinois Advisory Council, Assistant
Superintendent, Naperville School District 203
- Ann Nerad, Co-Chair CASEL Illinois Advisory Council, Community
Volunteer
- Lynn Adler, Training Director, Illinois Education Association
- NEA
- Carlos Azcoitia, Principal of John Spry Community School, Chicago Public Schools
- Victoria Chou, Dean, College of Education, University of Illinois
at Chicago
- Thom Clark, Executive Director, Community Media Workshop
- Lina Cramer, Managing Partner, Illinois Family Partnership Network
- Lula Ford, Commissioner, Illinois Commerce Commission
- Gaylord Gieseke, Vice President, Voices for Illinois Children
- Annette Johnson, Visiting Lecturer, University of Illinois at
Chicago, Jane Addams College of Social Work
- Linda Henry McCarty, Support Services Specialist, Office of
Specialized Services, Chicago Public Schools
- Peter Mulhall, Director, Institute of Government and Public
Affairs & the Center for Prevention Research and Development,
University of Illinois Urbana-Champaign (UIUC)
- James D. Oliver, Assistant Dean, Urban and Metropolitan Affairs
& Regional Director, Northeast Region Sam Redding, Executive
Director, Academic Development Institute
- Elizabeth D. Richter, Principal and Founder, The Richter Group
- Darlene Ruscitti, Superintendent, DuPage County Regional Office
of Education
- Charlotte A. Tate, Dean, College of Applied Health Sciences,
University of Illinois at Chicago
- Mary Tavegia, Principal, Cossitt Elementary School
- Rebecca Van der Bogert, Superintendent, Winnetka Public Schools
- Beth Waldo, Junior League of Chicago
- Anna Weselak, President, National PTA, and Educational Consultant
- Jenny Wojcik, Superintendent, Rondout School District
- Jennifer Woodward, Associate Vice Chancellor for Civic and Corporate
Relations, University of Illinois at Chicago
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Education Leadership Development Design
Group
- Allan Alson, Executive Director, High School Transformation
- Jennifer Axelrod, Research Assistant Professor, Psychology &
CASEL Project Director, University of Illinois at Chicago
- Cary Cherniss, Professor of Applied Psychology and Director
of the Organizational Psychology Program Rutgers University
- Mark T. Greenberg, Bennett Chair of Prevention Research, Penn
State University
- Sheryl L. Pothier Harmer, Director of Program Development Committee
for Children
- David Hawkins, School of Social Work Kozmetsky Professor of
Prevention & Director of the Social Development Research Group,
University of Washington, Seattle
- Janice Jackson, Lecturer in Educational Leadership and Organizations,
Harvard University
- Susan Keister, President, Integral Vision Consulting
- Linda Lantieri, Director, Inner Resilience Program
- Mary Utne O'Brien, Research Professor of Psychology and Education
& CASEL Vice President for Strategic Initiatives, University of Illinois at Chicago
- David Osher, Managing Director, American Institutes for Research
- Phil Leaf, Professor, Johns Hopkins School of Public Health
- John Payton, Research Assistant Professor, Psychology &
CASEL Project Director, University of Illinois at Chicago
- Pamela Seigle, Executive Director, Courage & Renewal Northeast
- Steven Tozer, Professor, College of Education University of
Illinois at Chicago
- Rebecca (Becky) van der Bogert, Superintendent of Schools Winnetka,
Illinois
- Ron Walker, Founder and Director, Delores Walker Johnson Center
for Thoughtful Leadership Associate Director ATLAS Communities
- Roger P. Weissberg, Professor of Psychology and Education &
CASEL President, University of Illinois at Chicago
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Educators
- Nilda Medina, Principal of John Spry Elementary; Francisco Borras, Principal of Spry Community Links High School, Chicago Public Schools
- Dennis Buesking, Principal, Catlin Grade School, Community Unit
School District #5
- Mark DeMoulin, Principal, Mill Street School, Community Unit
School District # 203
- Douglas Eccarius, Principal, The Lane Elementary School, Community
Consolidated School District # 181
- Frances Oden, Senior Advisor, Williams Multiplex School, Chicago
Public Schools
- Theresa Rhea, Principal, Williams Preparatory Academy, Chicago
Public Schools
- Mary Tavegia, Principal, Cossitt Elementary School, Community
Unit School District #102
- Ruben Pena, Principal, Hinsdale Middle School, Community Consolidated
School District #181
- Kevin Thomas, Principal, Catlin High School, Community Unit
School District #5
- Marlene Heath, Principal, Williams Elementary School, Chicago
Public Schools
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