To Reach the Students, Teach the Teachers: A National Scan of Teacher Preparation & Social and Emotional Learning (2017)
Findings from a nationwide scan of state laws governing teacher education related to SEL and how schools of education have met the requirements. A joint project of the University of British Columbia and CASEL.
Schonert-Reichl, K. A., Kitil, M. J., & Hanson-Peterson, J. (2017). To reach the students, teach the teachers: A national scan of teacher preparation and social and emotional learning. A report prepared for the Collaborative for Academic, Social, and Emotional Learning (CASEL). Vancouver, B.C.: University of British Columbia.
This report on CASEL's Collaborating Districts Initiative presents key insights from this multiyear effort in 10 large school districts to help integrate social and emotional learning across all aspects of their work.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2017). Key Insights from the Collaborating Districts Initiative. Chicago: Author.
How State Planning for the Every Student Succeeds Act (ESSA) Can Promote Students Academic, Social, and Emotional Learning: An Examination of Five Key Strategies (April 2017)
This brief suggests five ways that policymakers can integrate SEL approaches into their efforts and identifies strategies that have been proposed in several Consolidated State Plans for ESSA funding. These examples are instructive for states as they work to finalize their plans for submission to the U.S. Department of Education.
Gayl, C. L. (2017) How State Planning for the Every Student Succeeds Act (ESSA) Can Promote Students Academic, Social, and Emotional Learning: An Examination of Five Key Strategies. Chicago: Collaborative for Academic, Social, and Emotional Learning (CASEL).
Navigating Social and Emotional Learning from the Inside Out Looking Inside and Across 25 Leading SEL Programs: A Practical Resource for Schools and OST Providers (Elementary School Focus) (2017)
This in-depth guide to 25 evidence-based programs—aimed at elementary schools and out-of-school-time providers—offers information about curricular content and programmatic features that practitioners can use to make informed choices about their SEL programs. The guide allows practitioners to compare curricula and methods across top SEL programs. It also explains how programs can be adapted from schools to out-of-school-time settings, such as after-school and summer programs.
Jones, S., Brush, K., Bailey, R., Brion-Meisels, G., McIntyre, J., Kahn, J., Nelson, B., & Stickle, L. (2017) Navigating Social and Emotional Learning from the Inside Out Looking Inside and Across 25 Leading SEL Programs: A Practical Resource for Schools and OST Providers (Elementary School Focus). New York: Wallace Foundation.
This brief describes elementary schools’ experiences implementing a safe and healthy recess with the Playworks TeamUp program.
University of California, Santa Cruz & Robert Wood Johnson Foundation. (2017) Building a Culture of Health Through Safe and Healthy Elementary School Recess. Princeton, NJ: Robert Wood Johnson Foundation.
The Other Side of the Report Card: Assessing Students’ Social, Emotional, and Character Development (2016)
Grounded in research and in the authors’ work with teachers and administrators, this book offers guidance on retooling report cards to better reflect the whole child, integrating SEL and character development into any schoolwide or districtwide grading system. Resources include guided exercises for analyzing existing report cards, samples and suggested report card designs, tips on improving communication with parents, case studies highlighting common challenges, and testimonials from teachers and students.
Elias, M. J., Ferrito, J. J., & Moceri, D. C. (2016). The Other Side of the Report Card: Assessing Students’ Social, Emotional, and Character Development. Newbury Park, CA: Corwin Press.
Transforming Education developed this downloadable guide and set of tools to assess students’ social and emotional development in partnership with the California CORE districts, a consortium of school districts that are exploring innovative approaches to school improvement and assessment. MESH stands for mindsets, essential skills, and habits that can help students succeed in college, career, and life.
Transforming Education. (2016). Measuring MESH: Student and Teacher Surveys Created for the CORE Districts. Boston: Author. Retrieved from http://www.transformingeducation.org/measuringmesh/.
These online tools were created to help educators and their communities develop and activate answers to Next Gen Learning’s Three Big Questions. The tools are in beta for pilot testing. Next Gen seeks your feedback and input on their utility. They will be refined and new tools will be added.
Next Generation Learning Challenges. (2016). MyWays: A Next Gen Toolset. Washington, DC: Author. Retrieved from http://nextgenlearning.org/myways.
Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward (2016)
This chapter from the Review of Research in Education summarizes the results of nearly 100 years of research on school-based social and emotional learning (SEL). The chapter begins with a historical summary of theoretical movements and research trends that have led to today’s inclusion of SEL as part of many schools’ curricula, policies, and practices. The chapter identifies design elements and implementation quality characteristics of effective approaches to SEL and provides recommendations for future practice, policy, and research.
Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016) Advancing the science and practice of social and emotional learning: Looking back and moving forward. Review of Research in Education: Education Research—A Century of Discovery, 40(1).
What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice? A Brief on Findings from CASEL’s Program Reviews (2015)
This brief uses the CASEL reviews of evidence-based programs to answer the question, “What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?” Specifically, the brief identifies and describes four approaches that have been successfully used to promote social and emotional development in students.
Dusenbury, L., Calin, S., Domitrovich, C., & Weissberg, R. P. (2015). What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice? A Brief on Findings from CASEL’s Program Reviews. Chicago: Collaborative for Academic, Social, and Emotional Learning.