Social and Emotional Learning: Building

PartnershipsErin Dawson & Kasey Smith

WCSD SEL Specialist

Desarrollar competencias sobre la conciencia de sí mismo al: Identificar las propias emociones Mantener un concepto de sí mismo positiva y

precisa Reconocer las fortalezas individuales Experimentar un sentimiento de

autoeficacia

Desarrollar competencia de controlarse a sí mismo: Regular las emociones Controlar el estrés Vigilar y lograr los comportamientos relacionados

con el éxito escolar y la vida

Desarrollar competencias de sensibilización social para: • Mostrar empatía • Apreciar la diversidad • Comprender las normas sociales y éticas para el comportamiento • Reconocer los apoyos de la familia, la escuela y la comunidad

Desarrollar capacidades de relacionarse con: Construir y mantener relaciones con los

diversos grupos y personas Comunicar de forma clara para expresar sus

necesidades y resolver conflictos

Desarrollar habilidades para tomar decisiones responsables sobre:

Resolver problemas con eficacia Mantener conductas responsables en la escuela,

persona y la comunidad

INDICADORES 1A. Demostrar conocimiento de las emociones de uno. 1B. Demostrar conocimiento de las fortalezas personales,

desafíos, y el potencial. 1C. Demostrar un sentido de auto-eficacia

Demonstrate a sense of self-efficacy.

INDICADORES 2A. Demostrar habilidad para manejar las emociones. 2B. Demostrar comprensión de honestidad e integridad. 2C. Demostrar la capacidad para establecer y alcanzar metas

para el éxito

INDICADORES 3A. Demostrar consciencia de las emociones y puntos de vista de

otras personas. 3B. Demostrar un conocimiento de los factores culturales y el

respeto por las diferencias individuales. 3C. Demostrar el conocimiento de cómo obtener ayuda y apoyo

cuando sea necesario.

INDICADORES 4A. Usar la comunicación y las habilidades sociales para

relacionarse positivamente con los demás. 4B. Desarrollar relaciones constructivas con las personas de

diversos orígenes, habilidades y estilos de vida. 4C. Demostrar la capacidad para prevenir, saber cómo tratar a

alguien y resolver los conflictos interpersonales de manera constructiva.

INDICADORES 5A. Tener en cuenta los factores éticos y sociales con la toma

de decisiones. 5B. Utilizar un enfoque sistemático para la toma de decisiones. 5C. Aplicar las habilidades de resolución de problemas para

abordar responsablemente las situaciones académicas y sociales diarias.

5D. Comprender y demostrar la responsabilidad personal.

Social and Emotional Learning Standards

Control de sí mismo

Conciencia de sí mismo

Conciencia de sí mismo

Habilidades con las relaciones

Toma de decisiones responsables

For more information, please contact the SEL Department at (775) 337-7566.

DRAFT July 2014

SEL Focus Objectives…▪ Participants will work within Jamie Vollmer’s literature School’s

Cannot Do It Alone to engage in how to build family and community partnerships within their sites and throughout Washoe County School District.

▪ Participants will be exposed to WCSD’s Social and Emotional Learning Standards, its purpose and definition, through a variety of hands-on activities that promote and integrate SEL into a school setting.

▪ Participants will have the opportunity to engage in an SEL-based activity where teachers will observe why they are “Heroes.”

Opening: Alliteration IntroductionsIntroduce yourself to the group with an alliterative sentence based upon the first letter of your name.

I’m energetic Erin. I enjoy eating elegant éclairs!

I’m kinetic-energetic Kasey! I am kooky enough to kick-box with khaki shorts on, while standing upon a sinking kayak in Key West!

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What is a word or phrase that stands out to you?

Share with a shoulder partner

Equity & Diversity Accountability

SEL is a process for helping children and adults develop the fundamental skills for

life effectiveness. SEL teaches the skills we all need to handle ourselves, our

relationships, and our work, effectively and ethically.

Student Supports Common Core Teacher Evaluation

The Five SEL Competencies

Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

Responsible Decision Making

Research Links SEL to Higher Student Success • 23 percentile point increase in SEL skills • 9 point gain in attitudes about self/others/school• 9 point gain in pro-social behavior • 11 point gain on standardized tests (math and reading)

And Reduced Risks for Failure:

• Problem behaviors down 9 points• Emotional distress down 10 points

Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K. (2011) The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development: 82 (1), 405-432.

SEL Improves Student Outcomes

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Brain Break: Good Fortune to Our Fellow Educators

▪ Let’s motivate and inspire our fellow educators by writing an inspiration message to one another.

▪ Write a positive educational fortune.

▪ Place it in the basket

Schools Cannot Do It Alone: Chapter 14

1. Get into your determined groups

2. Read your assigned paragraph on:

▪ Community Understanding

▪ Community Trust

▪ Community Permission

▪ Community Support

3. Discuss

Building Family and Community Partnerships

Promoting School Family Partnerships

▪ Focus on strengths

▪ Encourage sharing and helping in the community

▪ Be willing to apologize

▪ Give children choices and respect their wishes

▪ Ask questions that help children solve problems on their own

Promoting Community Partnerships

▪ Inquire what community business or organizations are near or support your school

▪ Create pamphlets that celebrate and inform non school families about the great things happening at your school

▪ Ask businesses to post pamphlets, school events, or information where merchants can easily see and inquire

▪ Invite community groups and individual to school functions

You are amazing, inspiring, creative,

hardworking, diligent,

exceptional teachers.

Teachers ARE Superstars

How do we know this…you are hear to learn on a SATURDAY

https://www.youtube.com/watch?v=fipSEmdj3i0 

Article: 15 Reason’s Teachers are Great

1. Read the Article

2. Pick the top two reasons you identify with most (they don’t have to be in order)

3. Write your own (#16) on the back of the article

Be ready to share!!

Article Source: http://teaching.monster.com/careers/articles/7666-15-reasons-teachers-are-great

Article: 9 Characteristics of a Great Teacher

1. Read the Article

2. Pick the top two reasons you identify with most (they don’t have to be in order)

3. Write your own (#10) on the back of the article

Be ready to share!!

Article Source: http://www.facultyfocus.com/articles/philosophy-of-teaching/nine-characteristics-of-a-great-teacher/

“Mingle, Mingle” (Standards: 3A, 4A, 4B & 5E)

1) When you hear the music start, walk around and greet each by name with smiles, handshakes or other acknowledgments.

2) When the music stops FREEZE and listen for the number the presenter calls out

3) Form a group with this exact number

4) Introduce yourselves and take turns answering the question listed on the screen.

5) When you hear the music follow steps 1-4 again. (we will do this 3 times total)

“Mingle, Mingle” Questions Stems…

1. What is your number one reason/characteristic you identified with? Why?

2. What is your number two reason/characteristic you identified with? Why?

3. What reason/characteristic did you come up with? Why?

Closing: Good Fortune to Our Fellow Educators

Enjoy your fortune!!!

Email: Edawson@washoeschools.net

and

KaSmith@washoeschools.net SShoolroy@washoeschools.net

Thank You!!If you would like more

information about SEL please feel free to contact us!