SEL Fellows Academy

Bringing social and emotional learning to more communities nationwide so all young people receive the education they deserve.

The urgency for social and emotional learning (SEL) has never been greater as educators navigate complex challenges that emerged from this unprecedented year.

To accelerate SEL in school communities nationwide, CASEL leads an annual SEL Fellows Academy, a first-of-its-kind virtual leadership academy to grow and strengthen SEL practices in community with others.

For the inaugural 2021 Allstate Foundation Cohort, we welcomed 31 school district and regional leaders from 17 states and that collectively served more than 1.6 million students.

Please note, the application for the 2022-2023 cohort closed on April 1, 2022. Applicants will be notified in May 2022. Interested in applying to a future cohort? Sign up to be alerted

“I love having this community of people and access to [CASEL staff]. I don't know how I would have even dreamed of doing even the small pieces that I'm doing right now. I just really keep thinking as I'm going through this fellowship of how many other people there are like me out there.”
Inaugural SEL Fellows Academy Participant

What is the SEL Fellows Academy?

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For over a decade, CASEL has been in research-practice partnerships with large, urban school districts nationwide to study and scale high-quality SEL. The 10-month, virtual SEL Fellows Academy builds on this success to offer a unique opportunity for rural, suburban, and urban communities to strengthen their SEL expertise in community with one another.

Our model combines professional learning with a community of practice to advance SEL toward equity and excellence in all schools. Annually, a cohort of up to 50 SEL leaders will be selected to participate and deepen their SEL practice at a personal, interpersonal, and institutional level. Learn more.

What do we look for in an SEL Fellow?

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The SEL Fellows Academy is for those employed by a school district or regional office of education in the United States. SEL Fellows are passionate about SEL, dedicated to their own discovery and development, and responsible for leading SEL in their community.

What are the key components?

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Each cohort of up to 50 district or regional SEL leaders participate in a 10-month program, engaging in workshops, mentorship, coaching consultancies, and more. 

The SEL Fellows experience is designed to embody the principles of SEL, weaving together the theory and the practice. You will build your knowledge of SEL theory and practice, adult SEL, SEL for students, and continuous improvement to enhance the work that is most relevant to you.

Your time with us will include three dedicated hours per month for community gatherings:

  • Cohort Learning Community: Nine full group workshops (One/month). The sessions will focus on your own SEL leadership development and dive deep into the CASEL framework for implementation. This will include opportunities to connect with the cohort, with district and regional leaders from across the country, as well as national leaders on areas of interest in the SEL field. 
  • Peer Inquiry Circles: Five small-group coaching consultancies (every other month) where you will engage with other Fellows and a CASEL facilitator to tackle the unique dilemmas and opportunities of leading SEL across your organization. 

You will have opportunities for collaboration and connection with others: 

  • Journey Trios: Monthly collaboration with a group of three SEL Fellows who share a common goal, district structure, and/or interests. Collaboration with Journey Trios allows for honest conversations to enhance peer learning that will move your practices forward. These connections can occur whenever convenient and are a key source of sustenance and inspiration for our Fellows. 
  • CASEL Mentor: Two one-on-one mentor consultations with an SEL expert from the CASEL community. In the past, mentors have been CASEL leadership members, school district leaders, or national experts in research and practice. 
  • Expert Guidance: Ongoing access to a team of CASEL experts and high-quality resources to support your ongoing work on SEL implementation. 
  • Learning Hub platform: A digital community platform is offered exclusively to SEL Fellows to connect with the cohort and CASEL. It includes curated resources, discussion boards, and recordings and is updated regularly in response to questions and conversations among fellows. 

You can experience ongoing connection and support: 

  • Superintendent Engagement: Opportunities for Fellows’ superintendents to connect via a superintendent roundtable and to attend the capstone project presentations with a small group of SEL Fellows.
  • Alumni network. All SEL Fellows become part of a CASEL alumni community who have the opportunity to connect quarterly via speaker series and themed discussion groups, as well as an online hub to share what they are working on and get support. You will get to know our wonderful inaugural cohort of Fellows, as well as those who will follow you.

FAQ

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Review our most frequently asked questions about the SEL Fellows Academy:

Eligibility/Selection Criteria

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    • Applicants MUST be employed by a school district or regional office of education in the United States and they must be responsible for leading SEL in their communities. Only one applicant per school district or community is eligible to apply. Our aim is to bring together a cohort of SEL leaders who represent the full landscape of this work (e.g., rural, urban, suburban) and different stages of implementation of SEL. We are looking for leaders who are eager to learn with and from one another and who are well-positioned to advance systemic change in their districts or regions. 

    • We will select a maximum of 50 applicants per cohort to participate in the SEL Fellows Academy for the 2022-2023 cohort.

    • This opportunity is only open to district leaders or regional office of education leaders in the United States. We encourage principals, building SEL leaders or other educational leaders who do not fit the description of regional or district lead to join us for CASEL’s Leading Schoolwide SEL workshop. It is offered virtually twice a year – with an on-demand, self-paced version launching soon.

    • No. To ensure the experience is most impactful for participants, the SEL Fellows Academy is an opportunity only for those employed by school districts and regional offices of education in the United States.

    • This opportunity is designed for SEL leads who are responsible for implementation over a district or region. Only one applicant per district or region is eligible to apply.

    • This experience is designed to be a meaningful learning opportunity for SEL leaders at all stages of this work. What is critical is that the applicant be well-positioned to lead systemic work, meaning they are the leader in charge of SEL planning and implementation for the district or regional overall, and that they are eager to learn and apply their learnings!

Cost

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    • The cost to participate in the SEL Fellows Academy is $4,500 per person for the 10-month engagement. Most participants have the cost covered by their employer/school district/regional office of education. Participation in this leadership academy benefits your organization as a whole. We encourage prospective Fellows to inquire about professional learning or development funds available through their district or regional office.

    • We anticipate that applicants will have financial support for participation from their employers. We do have limited funds available for financial assistance if necessary. You can indicate the need for support in your application of interest. Note: An indication of financial need does not guarantee additional support and will not impact our review of the application.

    • There is no payment made to Fellows for their participation.

Application of Interest

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    • The 2022-2023 application closed on April 1, 2022. Sign up here to be alerted when you can apply for the next cohort 

      CASEL will be reviewing applications to create a diverse and cohesive learning community of up to 50 SEL leaders. Those accepted to be part of the 2022-2023 cohort will be notified in early May 2022, and the cohort will launch in August 2022.

Time Commitment

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    • Full group sessions are held on Friday afternoons (ET) Exact times for all cohort 2 sessions will be shared prior to the launch. Note, the leadership academy requires active and engaged participation. Fellows will engage in workshops, mentorship, coaching consultancies and related projects. This will add up to three dedicated hours per month for community gatherings and up to three hours of additional work monthly to reinforce and apply these learnings.

Programming

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    • Throughout the 10-month experience, Fellows will unpack CASEL’s framework for systemic SEL implementation, developing their own knowledge and practice for leading systemic change in their own contexts. Each session is thoughtfully designed to be an immersive leadership experience where Fellows explore key elements of SEL leadership and implementation, delving into the theory and practice of the fundamental principles of SEL, adult SEL, SEL for students and continuous improvement. In addition, Fellows develop deep connections to a national community of SEL leaders, and apply their learnings to their own contexts through the development or refinement of SEL action plans and Capstone projects. 

    • The SEL Fellows Academy full group sessions are designed to bring forward the latest learnings, and research related to SEL. The whole model is based on CASEL’s field tested framework of and evidence-based understanding of systemic SEL. We work together to unpack the latest grapplings and questions related to emerging work. CASEL continually updates the content we bring forward, sharing insights from field leaders and experts to inform the Fellows’ discussions.

    • Our approach to systemic SEL probes deeply into how SEL can be connected to other key areas for communities. As a learning community, we dive into the fundamentals of transformative social and emotional learning, looking at implications for ourselves as SEL leaders and also on implementation. More specific explorations of inquiries, such as how transformative SEL can shape arts education, could be a powerful launching point for an individual Fellows Capstone project.

    • SEL Fellows who participate in the Academy, completing a Capstone project and engaging as active members of the learning community, can share that they are CASEL SEL Fellows Academy Alumni at the conclusion of the experience. They will also be considered an SEL Fellows Academy alumni which includes continued partnership and connection to CASEL and the alumni network. There will not be credentialing offered.  CASEL will provide a certificate of completion at the end of the 10-month Academy. 

    • Leadership engagement is a critical driver of meaningful and sustainable SEL implementation, and therefore, it’s built to be a pillar of the SEL Fellows Academy experience. Starting with the application of interest, prospective Fellows are required to upload a letter of support, ideally from their Superintendent or from their Supervisor (see the application for more details). Then during the SEL Fellows Academy experience, we will bring the Superintendents together for roundtable discussion as well as engage them regarding their Fellow’s Capstone projects.

Outputs and Outcomes

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    • During the SEL Fellows Academy, each Fellow will develop two outputs to guide their implementation process. This will be supported by CASEL office hours and connections to CASEL thought partners.

      • Develop or refine an action plan for SEL implementation in their district or region.
      • Create a Capstone project, based on their personal curiosities and leadership goals, that addresses a specific SEL implementation need in their district or region that will be ready for immediate implementation. 
    • The SEL Fellows Academy is a leadership experience for one person from a district or region leading SEL implementation. That said, our work together focuses on building our individual capacity as leaders and SEL implementation experts, so that Fellows are best prepared to lead high-quality collaboration within their own contexts. The aim is for Fellows to take what they are experiencing in the Academy, including the work of creating or refining implementation plans for their district or region and the development of an aligned Capstone project, and engage colleagues and stakeholders in creating a robust approach to systemic SEL.

Alumni Network

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    • We are excited to continue engaging SEL Fellows beyond their tenure in the Academy as alumni fellows. These opportunities will engage Fellows across cohorts annually and be designed with input from the cohorts, including opportunities for thought partnership, collaboration, and shared learning to sustain the work long-term.

Meet the Inaugural 2021 Allstate Foundation Cohort of SEL Fellows

Lesley Backofen

Crystal Lake Elementary District 47 (IL)

My background in social and emotional learning extends to after school programs and camp settings 30 years ago. As an educator, my experience as a Special Education Teacher and an Interventionist focused on developing relationships with students and families to support the whole child.

Larissa Bennett

School District of Manatee County (FL)

Soon after starting my teaching career, I realized my passion was not in teaching academics but helping students realize their potential. I became a school counselor to do just that and now I continue this work by helping our teachers learn about the importance of SEL in our schools as our district’s School Climate Coordinator.

David Blahowicz

Greece Central School District (NY)

I have spent 16 years in the district as a Special Education Teacher, Interventionist, and Teacher Leader. During my tenure, I have worked to develop and implement a 5-year plan for SEL, RtI, Professional Learning, as well as facilitated a committee to write the Greece CSD’s Strategic Plan.

Melissa Bostwick

Alpine School District (UT)

I am K-12 Director of Social and Emotional Well-being. I completed undergrad at University of Connecticut, a Master’s degree in School Psychology from Bucknell University and second Master’s in Educational Leadership from Brigham Young University.

Travis Bracht

Affton School District (MO)

I am the superintendent of the Affton School District in St. Louis. In 2016, I identified SEL as one of three strategic plan focus areas along with academic excellence and creative problem solving. My career began in 1998 as a high school science teacher and has included various school and district-level administrative positions.

Matt Cretsinger

Marshalltown Community School District (IA)

I have been the Director of Special Services since 2012. I began my educational career as a School Psychologist before moving into educational leadership roles. Prior to my career in education, I served as a clinician for a mental health center, Program Director for a psychiatric medical institute for children.

Amanda Deeter

Montgomery County Educational Service Center (OH)

I am a Social Emotional Learning Specialist at Montgomery County Educational Service Center in Dayton. I am also a Professional Clinical Counselor that specializes with children and adolescents. Currently I provide professional development on a range of topics related to creating Trauma Informed/SEL Integrated learning environments, coaches administrators/staff on integrating SEL/TI practices and curriculum development.

Stacey Dupre

East Baton Rouge Parish School System (LA)

I supervise the department/programs under the Division of Student Support which includes: Child Welfare and Attendance, School Counselors, Health Centers in Schools/School Nurses, ICARE, MTSS/SEL, Social Workers, 504, and Truancy Assessment Service Center. I hold a Bachelor of General Studies, Master of Education, and Education Specialist from Louisiana State University and A&M College. I am a National Certified Counselor and a National Certified School Counselor.

Patrick Farrell

Charlottesville City Schools (VA)

I am currently the Intervention and Support Supervisor for Charlottesville City Schools. I have over 20 years experience as a special education teacher and administrator as well as division leadership in mental wellness, MTSS, PBIS, and federal programs. I am married with two sons and a very opinionated dog.

Rachelle Finck

Taylor Independent School District (TX)

I just started a position with Taylor ISD after serving as Coordinator for Social and Emotional Learning in the Round Rock Independent School District. In the last five years, I have coordinated a district-wide initiative on integrating social and emotional learning best practices across 56 schools and worked to expand understanding of social & emotional learning, restorative practices, and integrating best practices for whole-child education.

Hector Garcia

Community Consolidated School District 181 (IL)

I am Superintendent of Community Consolidated School District 181, serving grades PreK-8, outside of Chicago. During my more than 27 years of work in public education, I have been a District administrator, principal, and history teacher. I have led multiple curricular improvements and professional development initiatives across the spectrum of socio-economic schools and have been a part of some of America’s highest performing schools.

Dau Jok

Des Moines Public Schools (IA)

I am a former Division I basketball captain, non-profit director, and company commander in the United States Reserve. I currently serve as the SEL Coordinator for Des Moines (IA) Public Schools and hold a bachelors degree in Philosophy from the University of Pennsylvania, Masters of Science in Global Leadership from Goldsmiths, University of London, and a PhD in Education from Drake University. I seek to humanize my studies and life experiences to enhance the spaces I occupy.

Rena Keith

Johnston County Public Schools (NC)

I am a Licensed Professional School Counselor serving Johnston County Public Schools in Smithfield, North Carolina. As a Social and Emotional Learning Specialist, my professional experiences include community mental health, special education, and school counseling. My passion is supporting and encouraging others through authentic relationships. I believe that seeing, hearing, and valuing individuals ensures the greatness as a collective whole.

Jeanette Koh

Walnut Valley Unified School District (CA)

I have experience leading a school as a principal, leading colleagues as a staff developer, and leading educational services with district-wide initiatives as Administrative Director in Educational Services. In all those capacities, I have been in my element; as Sir Ken Robinson described, the element is the point at which natural talent meets personal passion. I feel grateful that my 29 years in education have afforded me to be in my element, where I love what I do because supporting others and building them up brings me joy.

Sara Lein

West St. Paul-Mendota Heights-Eagan Area Schools (MN)

I have been an educator for over 30 years, working in schools in southern California, North Dakota, and Minnesota. I am currently the Director of Special Services in an inner tier suburb of St. Paul/ Minneapolis. I am also the founding director of a nonprofit organization supporting a school in Port-Au-Prince, Haiti. I lead my district’s social and emotional learning efforts and oversees special education services.

Tricia Kling

Downey Unified School District (CA)

A Californian educator, I have served as a teacher, counselor, adjunct professor, school psychologist, consultant and SEL coordinator for over 25 years. I received my doctorate in Educational Leadership with a concentration in Educational Psychology through USC. I am passionate about leveraging SEL to address the needs of the whole child. I strive to build uplifting relationships that efficaciously espouse social emotional learning and create thriving cultures.

James Magee

South Washington County Schools (MN)

Connie McCarley

Walnut Creek School District (CA)

I am the Assistant Director of Educational Support Services for the Walnut Creek School District. Previously, I served as principal at three different schools including as founding principal of Tice Creek School, a K-8 public opt-in Project Based Learning School, where SEL was embedded as a critical component to the learning program. I am proud to lead the WCSD in the implementation of SEL across all schools and all settings.

Jorge Melgoza

Mount Diablo Unified School District (CA)

I am an educational leader who has worked in the field of education for over 30 years and noticed that a majority of administrators rarely receive support understanding and analyzing the harmful effects of institutional racism. Over the years I have developed a framework designed specifically for administrators to develop the skills, mindset and dispositions necessary to interrupt the impact of institutional racism and become the bold and courageous leaders we need today.

Kristine Morris

Union Elementary School District #62 (AZ)

I have spent over 25 years serving students and families in public schools throughout the Valley. I am a champion for all children, with experience as a teacher, principal, county level leader, district administrator, and Superintendent of Union Elementary School District #62. My leadership, communication, collaboration, and student-centered beliefs ensures Union ESD inspires hope and empowers all children to courageously pursue their goals and dreams.

Catherine Murray

Batavia Public School District 101 (IL)

I started my educational career as a school social worker in 2012 in the western suburbs of Chicago, and soon after found my passion for SEL and committed to building social emotional skills beyond my caseload. Currently an Assistant Director of Student Services in Batavia, Illinois, I am thrilled to join a community of leaders focused on comprehensive SEL implementation for students, staff and adults to learn and grow.

Mai Nguyen

Buffalo Public Schools (NY)

I have diverse experience as a K-12 Educator, having taught every grade, K-12, as a NYS Certified Health and Physical Education Teacher in rural, urban, and suburban settings at private, public, and charter schools. I transitioned into Educational Leadership, first serving as the Carol M. White PEP Grant Director for the Pembroke/Alexander CSD and then into my current role as the Director of Social, Emotional and Wellness for the Buffalo Public Schools.

Kris Norelius

Olympia School District (WA)

I am an SEL Instructional Coach for the Olympia School District in Olympia, Washington, where my husband and I enjoy the beauty and outdoor opportunities of the Pacific Northwest. I am a former social worker and school counselor. One of my greatest joys is collaborating with educators as they develop tools to elevate social emotional learning to its rightful place in the educational setting.

Mary Reed

Sacramento County Office of Education (CA)

I am a licensed clinical social worker and former classroom teacher, currently working in school-based mental health and wellness. I have worked at the school and district level to train and coach the implementation of various multi-tiered systems of support, My passion lies in supporting educators in realizing and embracing their power in creating communities of belonging within their schools and classrooms, and ensuring that ALL students feel safe, welcome, and included in their school communities.

Martina Rush

Marion County School District (SC)

This fall will mark the beginning of my 29th year as an educator. After more than two decades serving students, I will take the lead as Marion County School District’s Director of Student Services in July 2021. As a veteran educator, I plan to use my experience to help students look to school as a place where they can be educated, prepared and inspired in a safe, caring and equitable environment.

Melissa Spadin

San Diego County Office of Education (CA)

I am the Director, System of Supports at the San Diego County Office of Education where I support local education agencies in LCAP development, Differentiated Assistance, MTSS, SEL implementation, and measurement. I have worked on NAEP, state assessments, and served on the National Task Force for Assessment Education and the CCSSO FAST SCASS. I began my career in education as a high school English and Theatre teacher, forensics coach, and Theatre Director.

Daniel Shapiro

Broward County Public Schools (FL)

I have served for 25 years as a teacher, school counselor, mentor, and district leader. I received the National Board Teacher Certification in early adolescence/ English language arts, a master’s degree in school counseling, and received a doctoral degree in education with a specialization in instructional leadership. I also received the Florida Governor’s Shine Award for inspirational teaching and was named the Broward County Public Schools Teacher of the Year in 2014 and the 2015 Florida School Counselor Association (FSCA) Elementary School Counselor of the Year.

Reyna Texler

North Rockland Central School District (NY)

I currently serve as an SEL Teacher and SEL Lead for the North Rockland School District. With over 25 years of teaching experience, I am an alum of the Transformative Educational Leadership Program (TEL), a Mindfulness Coach & Yoga Instructor for children, & founder of Ruby Sneakers Consulting. I am a recipient of the 2021 Marvin Mauer Award from the Yale Center for Emotional Intelligence & facilitate interactive workshops for families and educators both locally and nationally.

Katie Willard

Waltham Public Schools (MA)

I currently serve as the Assistant Director of School Counseling PK-12 for the Waltham Public Schools, and I have a wide variety of clinical experience. In my role as Assistant Director of School Counseling PK-12, I am responsible for the creation and implementation of a District-Wide SEL Learning Plan. Since beginning the role, I have worked to foster a collaborative adult learning environment that promotes social-emotional wellness, to provide adults with professional development in the area, to identify an evidence-based approach to SEL, and has improved community partnerships.

Mary T. Schmitz

Buffalo-Hanover-Montrose Schools (MN)

As a LICSW & Educational Leader, 29 years integrating wellness & social change in schools, humbly, countless drops feed this ocean! I’m an Inaugural, Transformative Educational Leadership (TEL) Alum; endorsed UMASS Medical MBSR Teacher; & Certified Yoga Calm National Teacher-Trainer. I’m a granddaughter of immigrants & illegal, interracial-marriage and daughter of parents who endured a 9-year-courtship to wed interracially, legally in 1964. Transformative Social and Emotional Learning becomes real as it’s lived, thus, my privilege and responsibility to serve and grow in this capacity.

Sarah Wood

Encinitas Union School District (CA)

I created and currently implement an explicit SEL program, T.R.A.C., in the Encinitas Union School District in Encinitas, CA. I am a former classroom teacher and parenting educator. I have a BA in Anthropology from UCSD, and am completing my MA in SEL from National University. I live in Encinitas with my husband, 4 sons, and 2 dogs.

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