School Climate: The "quality and character of school life" based on how members of the school community experience school and the school's "norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures" (Reference: National School Climate Council). National School Climate Council
Focus Area 3 Continuous Improvement Connections
There are a variety of data sources that can be used to continuously improve how SEL is implemented for students.
As the SEL team works to develop a schoolwide professional learning plan, staff can choose to take it one step further and develop their own personalized professional learning plan to support the school’s SEL goals.
Strategies for Establishing School-OST-Family Partnerships in Support of SEL
Social and emotional learning is essential to every child’s education.
The SEL team serves as a model for positive practices that promote healthy relationships among adults, students, and families. It’s highly beneficial to build a strong team dynamic and positive working relationship by developing group norms and team routines.
An important part of building staff skills around SEL is modeling by school leaders. These strategies can provide ideas for administrators and leadership teams to build relationships and show staff they are cared for and appreciated.
Schoolwide SEL is evidenced by indicators in the classroom, school, family, and community.
Collaboratively develop a shared vision for schoolwide SEL that is communicated to the entire school community, informs planning and implementation, and is revisited regularly.
Explicit SEL instruction refers to consistent opportunities for students to cultivate, practice, and reflect on social and emotional competencies in ways that are developmentally appropriate and culturally responsive.
Just as it’s important to model SEL for students in the classroom, it’s also important for adults to consistently model social-emotional competencies with each other.