30 Social Emotional Learning Activities for the Classroom

Social-Emotional Learning Activities

Social emotional learning activities: Social-emotional learning (SEL) is the process of developing the self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills that are essential for success in school, work, and life. SEL is important in the classroom because it helps students to:

  • Understand and manage their emotions
  • Build and maintain healthy relationships
  • Make responsible decisions
  • Resolve conflict peacefully
  • Cope with stress and adversity
  • Thrive academically

Benefits of SEL for students

Research has shown that SEL has a number of benefits for students, including:

  • Improved academic achievement
  • Reduced behavioral problems
  • Increased attendance and graduation rates
  • Improved mental and physical health
  • Stronger social relationships
  • Increased self-esteem and confidence

How to incorporate SEL into your classroom

There are many ways to incorporate social emotional learning activities into your classroom. Here are a few tips:

  • Create a positive and supportive classroom climate.
  • Model SEL skills for your students.
  • Teach SEL skills explicitly.
  • Provide opportunities for students to practice SEL skills.
  • Integrate SEL activities into your academic curriculum.

Here are some examples of how to incorporate SEL into different academic subjects:

  • Math: Have students work in pairs or small groups to solve math problems. This helps them to develop their problem-solving and communication skills.
  • Science: Have students conduct scientific experiments in groups. This helps them to learn how to work together and collaborate effectively.
  • Social studies: Have students research and present on current events. This helps them to develop their critical thinking skills and their ability to communicate their ideas effectively.
  • English language arts: Have students write about their personal experiences and feelings. This helps them to develop their self-awareness and their ability to express themselves effectively.

By incorporating SEL into your classroom, you can help your students to develop the skills they need to succeed in school, work, and life.

30 Social Emotional Learning Activities for the Classroom

Here is a list of 30 Social Emotional Learning Activities for the Classroom:

Self-awareness

Self-awareness

  • Emotion check-in: This is a simple but effective way to help students become more aware of their emotions. At the beginning or end of the day, have students share how they are feeling. This can be done individually, in pairs, or as a class. You can use a variety of prompts to help students get started, such as: “What is one emotion you are feeling right now?” or “How are you feeling about today’s lesson?”
  • Feelings journal: Encourage students to keep a journal where they can write about their feelings and experiences. This can help them to better understand and process their emotions. You can provide students with prompts to help them get started, such as: “What made you happy today?” or “What is something that made you feel sad this week?”
  • Emotion charades: This is a fun and interactive way to help students learn about different emotions. Have students act out different emotions for the class to guess. You can use a variety of resources to find emotion charade ideas, such as online lists or picture books.
  • Mirror game: This game can help students to become more aware of their facial expressions and body language. Have students stand in pairs and face each other. One student makes a facial expression or body language pose and the other student tries to mirror it exactly.
  • Self-portrait: Have students draw or paint a self-portrait, focusing on their emotions. This can help them to reflect on their emotions and how they express them. You can encourage students to use different colors and symbols to represent their emotions.

These are just a few examples of self-awareness activities that you can use in your classroom. There are many other resources available online and in libraries. When choosing activities, be sure to consider the age and developmental level of your students.

Self-management

Self-management

  • Deep breathing: Deep breathing is a simple but effective way to calm down and manage stress. Teach your students how to do deep breathing exercises by having them place one hand on their chest and the other hand on their stomach. Then, have them inhale slowly and deeply through their nose, feeling their stomach rise. Next, have them exhale slowly through their mouth, feeling their stomach fall. You can have students practice deep breathing for a few minutes each day, or whenever they are feeling stressed.
  • Meditation: Meditation is another great way to calm down and manage stress. Guide your students through a short meditation exercise by having them sit in a comfortable position and close their eyes. Then, have them focus on their breath and try to clear their mind of any thoughts. If any thoughts do come into their mind, have them gently acknowledge the thought and then let it go. You can start by having students meditate for a few minutes each day, and then gradually increase the amount of time they meditate as they become more comfortable with it.
  • Visualization: Visualization is a technique that can be used to achieve goals and overcome challenges. Teach your students how to use visualization by having them imagine themselves achieving their goals. For example, if a student is struggling to learn a new math skill, have them imagine themselves successfully solving a math problem. Visualization can also be used to overcome challenges. For example, if a student is feeling nervous about giving a presentation, have them imagine themselves giving a successful presentation.
  • Time management: Time management is an important skill for students to learn. Help your students develop strategies for managing their time effectively by teaching them how to set priorities, create schedules, and break down large tasks into smaller steps. You can also provide students with tools to help them manage their time, such as planners and to-do list apps.
  • Stress management: Stress is a normal part of life, but it can be harmful if it is not managed effectively. Teach your students different stress management techniques, such as exercise, relaxation techniques, and time management. Exercise is a great way to reduce stress and improve mood. Relaxation techniques, such as deep breathing and meditation, can also help to reduce stress. Time management can also help to reduce stress by helping students to feel more in control of their lives.

Social awareness

Social awareness

  • Perspective-taking: Perspective-taking is the ability to see things from another person’s point of view. This is an important skill for social awareness because it helps us to understand and empathize with others. To help students develop perspective-taking skills, you can have them imagine themselves in someone else’s shoes and think about how that person might be feeling. For example, you could have students imagine themselves as a new student in your class or as a character in a book or movie.
  • Empathy role-playing: Empathy is the ability to understand and share the feelings of another person. Empathy role-playing is a great way for students to practice responding to others with empathy. To do an empathy role-play, have students choose a situation and then take turns playing different roles. For example, you could have students role-play a situation where one student is feeling sad and the other student is trying to be empathetic.
  • Community circle: A community circle is a way for students to share their thoughts and feelings on a given topic in a safe and supportive environment. To do a community circle, have students sit in a circle and choose a topic to discuss. Then, have students take turns sharing their thoughts and feelings on the topic. Be sure to set some ground rules for the community circle, such as respecting each other’s opinions and listening without interrupting.
  • Listening practice: Active listening is the ability to listen to someone with the intent to understand what they are saying. It is important for students to be able to listen actively to their peers and teachers in order to build relationships and learn effectively. To help students develop active listening skills, you can have them practice taking turns listening to each other without interrupting. You can also teach students how to ask follow-up questions and summarize what they have heard.
  • Conflict resolution: Conflict is a normal part of life, but it is important to be able to resolve conflict in a peaceful and respectful way. Teach students different conflict resolution strategies, such as compromise, mediation, and negotiation. You can also role-play different conflict scenarios with students to help them practice using these strategies.

Relationship skills

Relationship skills

  • Getting to know you games: Play games that help students get to know each other better and build relationships. For example, you could play games like two truths and a lie, would you rather, or find someone who.
  • Cooperative learning activities: Design activities that require students to work together to achieve a common goal. For example, you could have students work together on a group project or solve a puzzle.
  • Teamwork challenges: Have students work together to complete challenges, such as building a tower out of spaghetti or solving a puzzle. For example, you could have students compete in a class-wide scavenger hunt or build a
  • Communication practice: Give students opportunities to practice communicating effectively in different situations, such as giving a presentation or interviewing for a job. For example, you could have students give presentations on their favorite books or interview each other about their hobbies.
  • Social skills training: Teach students specific social skills, such as how to start a conversation, how to give a compliment, and how to refuse an invitation. For example, you could role-play different social scenarios with students or have them practice giving and receiving compliments.

Responsible decision-making

Responsible decision-making

  • Decision-making scenarios: Present students with different decision-making scenarios and have them discuss the pros and cons of each option. For example, you could have students discuss whether or not to copy a friend’s homework or whether or not to accept an invitation to a party where they know alcohol will be served.
  • Consequences wheel: Create a wheel that shows the consequences of different choices. For example, you could create a consequences wheel for students to use when making decisions about their behavior at school or at home.
  • Goal setting: Help students develop and set goals for themselves. For example, you could have students set goals for their academic performance, their behavior, or their social relationships.
  • Problem-solving: Teach students different problem-solving strategies. For example, you could teach students the steps involved in solving a problem, such as identifying the problem, brainstorming solutions, and choosing the best solution.
  • Decision-making rubric: Develop a rubric to help students assess their decision-making skills. For example, you could create a rubric that assesses students on their ability to identify the problem, brainstorm solutions, and choose the best solution.

These are just a few examples of SEL activities that you can use in your classroom. There are many other resources available online and in libraries. When choosing activities, be sure to consider the age and developmental level of your students.

Here are some additional tips for implementing SEL activities in your classroom:

  • Make SEL a regular part of your curriculum. Set aside time each day or week for SEL activities.
  • Model SEL skills for your students. Show students how to use SEL skills in your own interactions with them and with other adults.
  • Provide students with opportunities to practice SEL skills in a variety of contexts. This could include through games, simulations, role-playing, and real-world experiences.
  • Create a safe and supportive classroom environment where students feel comfortable sharing their thoughts and feelings.
  • Encourage students to reflect on their SEL learning. Help students to identify their strengths and areas for growth.

By following these tips, you can help your students develop the SEL skills they need to succeed in school, work, and life.

Conclusion

Social-emotional learning (SEL) is the process of developing the self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills that are essential for success in school, work, and life.

Also Read: Multi-Tiered Systems of Support (MTSS): Everything You Need to Know

Multi-Tiered Systems of Support (MTSS): Everything You Need to Know

Multi-Tiered Systems of Support

Multi-Tiered Systems of Support (MTSS) is a framework that schools use to provide targeted support to students who need it. MTSS is based on the idea that all students can succeed, but that some students need more support than others.

What is MTSS?

MTSS stands for Multi-Tiered System of Supports. It is a framework that schools use to provide targeted support to students who need it. MTSS is based on the idea that all students can succeed, but that some students need more support than others.

MTSS uses a tiered approach to support students. Tier 1 is the universal level of support that all students receive. This includes high-quality instruction, differentiated instruction, and positive behavior interventions and supports (PBIS). Tier 2 is for students who need additional support to succeed. This may include small group instruction, after-school tutoring, or social-emotional learning programs. Tier 3 is for students who need the most intensive level of support. This may include one-on-one instruction, specialized services (e.g., speech therapy, occupational therapy), or counseling.

Why is MTSS important?

MTSS is important because it helps to ensure that all students have the support they need to succeed. MTSS is a proactive approach to supporting students, which means that schools are able to identify and address student needs early on. This can help to prevent students from falling behind and needing more intensive interventions later on.

MTSS is also important because it is a data-driven approach to supporting students. Schools use data to identify students who need support, to monitor their progress, and to make adjustments to their interventions as needed. This helps to ensure that students are receiving the most effective support possible.

Benefits of MTSS

There are many benefits to using MTSS in schools. Some of the key benefits include:

  • Improved student outcomes: MTSS has been shown to improve student outcomes in academics, behavior, and social-emotional development.
  • Reduced need for special education: MTSS can help to reduce the need for special education by providing early and targeted support to students who need it.
  • Increased teacher satisfaction: MTSS can help to increase teacher satisfaction by providing teachers with the tools and resources they need to support all students.
  • Improved school climate: MTSS can help to improve school climate by creating a more supportive and inclusive environment for all students.

Overall, MTSS is a valuable tool that schools can use to help all students succeed. It is a proactive, data-driven, and personalized approach to supporting students.

The three tiers of MTSS

The three tiers of MTSS are:

Tier 1: Universal interventions

Tier 1 interventions are provided to all students in the school, regardless of their academic or behavioral needs. These interventions are designed to create a positive learning environment and to provide all students with the opportunity to succeed. Examples of Tier 1 interventions include:

  • High-quality instruction
  • Differentiated instruction
  • Positive behavior interventions and supports (PBIS)
  • Social-emotional learning programs

Tier 2: Targeted interventions

Tier 2 interventions are provided to students who need additional support to succeed. These interventions are more specific and focused than Tier 1 interventions, and they are designed to address the individual needs of each student. Examples of Tier 2 interventions include:

  • Small group instruction
  • After-school tutoring
  • Social-emotional learning programs
  • Behavioral intervention plans (BIPs)

Tier 3: Intensive interventions

Tier 3 interventions are provided to students who need the most intensive level of support. These interventions are highly individualized and are designed to help students achieve their academic and behavioral goals. Examples of Tier 3 interventions include:

  • One-on-one instruction
  • Specialized services (e.g., speech therapy, occupational therapy)
  • Counseling

MTSS is a data-driven approach to supporting students. Schools use data to identify students who need support, to monitor their progress, and to make adjustments to their interventions as needed. This helps to ensure that students are receiving the most effective support possible.

Here is an example of how MTSS might be used to support a student who is struggling in reading:

  • Tier 1: The student’s teacher provides differentiated instruction in reading, such as using small group instruction and providing the student with additional support during independent practice.
  • Tier 2: The student receives small group tutoring in reading from a reading specialist.
  • Tier 3: The student receives one-on-one instruction in reading from a reading specialist.

If the student is not making progress at any tier, the school team will meet to discuss the student’s needs and make adjustments to the student’s intervention plan.

MTSS is a valuable tool that schools can use to help all students succeed. It is a proactive, data-driven, and personalized approach to supporting students.

Examples of MTSS interventions

Here are some specific examples of MTSS interventions:

Tier 1

  • Differentiated instruction: This involves providing students with different learning experiences and activities based on their individual needs and readiness levels. For example, a teacher might provide a more challenging reading passage to a student who is reading above grade level, or they might provide a student who is struggling with math with more support during independent practice.
  • Small group instruction: This involves working with a small group of students who need additional support in a particular area. For example, a teacher might provide small group instruction in reading to a group of students who are struggling to read fluently.
  • Positive behavior interventions and supports (PBIS): This is a framework for creating a positive school climate and teaching students appropriate behavior. PBIS typically includes clear expectations for behavior, positive reinforcement for good behavior, and consistent consequences for misbehavior.

Tier 2

  • After-school tutoring: This involves providing students with additional instruction in a particular area outside of the regular school day. For example, a school might offer after-school tutoring in reading for students who are struggling to meet grade level standards.
  • Social-emotional learning programs: These programs teach students important skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
  • Behavioral intervention plans (BIPs): These plans are developed for students who are struggling with behavior problems. BIPs typically include specific goals, interventions, and data collection procedures.

Tier 3

  • One-on-one instruction: This involves working with a student individually to provide them with the support they need to succeed. For example, a reading specialist might provide one-on-one instruction to a student who is struggling to read.
  • Specialized services: These services are provided by professionals such as speech therapists, occupational therapists, and counselors. Specialized services can help students who have a variety of disabilities and challenges.
  • Counseling: This can help students with a variety of social-emotional concerns, such as anxiety, depression, and bullying.

It is important to note that these are just a few examples of MTSS interventions. There are many other interventions that can be used at each tier. The specific interventions that are used will vary depending on the needs of the students and the resources that are available.

How to implement MTSS in your school

To implement MTSS in your school, you can follow these steps:

  1. Conduct a needs assessment to identify the needs of your students. This can be done by collecting data on student achievement, behavior, and social-emotional development. You can also collect data from teachers, parents, and other stakeholders to get their input on the needs of the students.
  2. Develop a team to implement MTSS. This team should include representatives from all levels of the school, such as administrators, teachers, counselors, and parents. The team will be responsible for developing the MTSS plan, implementing the interventions, and monitoring progress.
  3. Select evidence-based interventions. When selecting interventions, it is important to choose interventions that have been shown to be effective in research. You should also consider the needs of your students and the resources that are available to you.
  4. Provide training for staff. All staff members should be trained on MTSS, including the principles of MTSS, the interventions that are being used, and how to collect and use data to monitor progress.
  5. Monitor progress and make adjustments as needed. It is important to monitor student progress regularly to determine if the interventions are working. If students are not making progress, the team will need to make adjustments to the intervention plan.

Here are some additional tips for implementing MTSS in your school:

  • Make sure that everyone in the school is invested in MTSS. This includes administrators, teachers, staff, parents, and students.
  • Start small and scale up over time. It is better to start with a few high-quality interventions than to try to do too much at once.
  • Be patient and persistent. It takes time to implement MTSS effectively and to see results.

MTSS is a valuable tool that schools can use to help all students succeed. By following the steps above, you can implement MTSS in your school and start to see the benefits for your students.

Conclusion

MTSS is a powerful tool that schools can use to help all students succeed. By providing targeted support to students who need it, MTSS can help to reduce the achievement gap and create a more inclusive school environment.

If you are interested in learning more about MTSS, I encourage you to visit the resources listed above. You can also contact your state or district department of education for more information.

Summary of the key benefits of MTSS:

  • Improved student outcomes
  • Reduced need for special education
  • Increased teacher satisfaction
  • Improved school climate

Frequently Asked Questions about MTSS

Q: What is MTSS?

A: Multi-Tiered Systems of Support (MTSS) is a framework that schools use to provide targeted support to students who need it. MTSS is based on the idea that all students can succeed, but that some students need more support than others.

Q: How does MTSS work?

A: MTSS uses a tiered approach to support students. Tier 1 is the universal level of support that all students receive. This includes high-quality instruction, differentiated instruction, and positive behavior interventions and supports (PBIS). Tier 2 is for students who need additional support to succeed. This may include small group instruction, after-school tutoring, or social-emotional learning programs. Tier 3 is for students who need the most intensive level of support. This may include one-on-one instruction, specialized services (e.g., speech therapy, occupational therapy), or counseling.

Q: How are students identified for MTSS supports?

A: Students are identified for MTSS supports through a variety of methods, including:

  • Universal screening: All students are screened at regular intervals to identify those who may be at risk for academic or behavioral problems.
  • Teacher and parent referrals: Teachers and parents can refer students for MTSS supports if they are concerned about the student’s progress.
  • Data analysis: Schools use data on student achievement, behavior, and social-emotional development to identify students who may need support.

Q: What are the benefits of MTSS?

A: MTSS has many benefits for students, teachers, and schools. For students, MTSS can help to improve academic achievement, reduce behavioral problems, and increase social-emotional well-being. For teachers, MTSS can help to reduce stress and burnout, and increase job satisfaction. For schools, MTSS can help to improve overall school climate and culture.

Q: How can parents get involved in MTSS?

A: Parents can get involved in MTSS by:

  • Talking to their child’s teacher about MTSS
  • Reviewing their child’s MTSS progress data
  • Providing feedback on the MTSS interventions that their child is receiving
  • Helping their child to implement MTSS strategies at home

If you have any other questions about MTSS, please do not hesitate to contact your child’s school.

Danielson or Maslo?

Discipline issues are way up in Elementary,” reports a senior public education leader, “Schools are reporting fighting and other extreme issues in Grades 1 and 2. What is going on here?” My team provides executive coaching for school leaders. In our work, we emphasize positive youth development, so we are deeply concerned with the uptick in student behavior counts.

Yes, the well documented student mental health crisis is part of the issue, but so is the need to “do school”. In other words, millions of students “stopped-out” of authentic school learning experiences during the Covid-19 pandemic, shifting to virtual learning managed at home. This situation is giving rise to two related issues:

  1. Parents want to “unbundle” school. In other words, parents want to decide what academic and social support their child will receive and on what term. Hence the rise in the parent voice movement.
  2. Students who were in sixth grade when the pandemic interrupted their middle school experience are on high school campuses now. I know, I have an 11th grade student who acts foolish at school from time to time. I believe he is playing out those deferred middle school behaviors now. The same is true for children who entered elementary schools last year. They need time to understand what a classroom is and how to interact in it and the broader school community. 

Combine these phenomena with a dearth of seasoned, certified teachers with the experience to manage classrooms, set up systems and procedures, and expedite culture building so they can get to instruction. Schools are largely staffed with novice and long-term substitute teachers. School leaders are emphasizing learning strategies and these fledgling teachers need basic classroom management support. 

So my wondering is, do we need more support for Danielson Framework for Teaching, or more fundamentals like Maslo? Are we meeting the human needs of children, such as physiological and safety needs, love and belonging, and socialization so they can understand how to “do school”?

Returning to school from the pandemic continues to be a complex and evolving journey. School system leaders need to prioritize culture and social emotional development if we are going to get to instructional rigor. We might even reduce discipline issues along the way.

School closures – A cliff or a Mountain Range?

According to NCES national data, we are in the midst of a cliff. Not just the ESSER cliff when federal Covid-19 recovery dollars will come to an end. That is already confounding grants administration and grant compliance leaders. We are in the midst of an enrollment cliff and every single state is impacted. Axios reports that over 1 million students left public K12 last year. The most significant dips are in primary grades. Why does this matter? It’s a leading indicator for the next 10 years in terms of FTE and funding. 

Here are the deets:

  • Prekindergarten and Kindergarten: 13 percent decrease
  • Grades 1 to 8: 3 percent decrease
  • Grades 9 to 12: 0.4 percent increase

State Summary:

  • Mississippi and Vermont had the largest percent declines (5 percent), and Washington, New Mexico, Kentucky, New Hampshire, and Maine also had declines of 4 percent or more.
  • 18 states had declines of 3 percent or more.
  • 29 states had declines between 1 percent and 2.99 percent.
  • The District of Columbia, South Dakota, and Utah had changes in enrollment of less than 1 percent.

Why is this happening?

  1. Demographic Changes: Changes in birth rates, population migration patterns, and overall population growth can directly impact school enrollments. If there are fewer children being born or families are moving away from a particular region, it can lead to decreased enrollment.
  2. Private Schools: The growth of private schools can draw students away from public schools, leading to a decrease in enrollment. Families with resources reentered schooling post-pandemic by choosing private over public schools.
  3. Homeschooling: Homeschooling has become an increasingly popular choice for some families, particularly in situations where parents feel they can provide a more tailored education or have concerns about the quality of public schooling. The availability of online education and remote learning options might attract students who find this approach more flexible or suitable for their needs.
  4. Economic Factors: Economic downturns have led to families relocating due to job changes or financial instability, which can impact enrollment numbers. In some cases, families might also need to move to areas with lower costs of living, which could influence their schooling choices.
  5. Demographic Shifts: Changes in the composition of the population can result in declining enrollment.
  6. Policy Changes: Changes in education policies, such as changes to attendance zones, school funding, or curriculum standards, can influence families’ decisions regarding public school enrollment.

These shifts have various implications for public school superintendents. Consider Anchorage where FTE and funding have hit the community hard. The Superintendent made a heartfelt case to the community, who accepted the changes with bittersweet courage. Denver schools are using a constituent committee to explore options and make recommendations to their school board. San Antonio has mapped out the case for enrollment declines positioning parents as partners in the new reality.

EduSolve worked with multiple district leaders to organize a self-checkfor executive leadership to help them get ready for potential closures and the road ahead.

One thing is clear in the immediate, potential budget cuts, resource reallocation, and changes in staffing are only a few of the new strategies that will be necessary in the coming years as school closures become part of the norm.

Executive Leadership Development Programs: A Stepping Stone to the C-Suite

executive leadership development program

Executive leadership development programs (ELPs) are designed to help high-potential employees acquire the skills and knowledge they need to move into upper-level management positions. These programs typically cover a wide range of topics, including strategic planning, decision-making, team leadership, and change management.

Executive Leadership Program can be a valuable investment for both individuals and organizations. For individuals, ELPs can provide the opportunity to learn from experienced leaders, network with other high-potential professionals, and gain the skills they need to advance their careers. For organizations, ELPs can help to develop a pipeline of future leaders, improve employee morale, and boost organizational performance.

What are the benefits of executive leadership development programs?

There are many benefits to participating in an Best Executive Leadership Programs. Some of the most common benefits include:

  • Increased leadership skills: Executive Leadership Program provide participants with the opportunity to learn from experienced leaders and develop their own leadership skills. This can lead to improved decision-making, communication, and team-building skills.
  • Enhanced strategic thinking: ELPs can help participants develop their strategic thinking skills. This can help them to better understand the competitive landscape and make sound decisions about the future of their organizations.
  • Broadened network: Executive Leadership Program provide participants with the opportunity to network with other high-potential professionals. This can be a valuable asset for career advancement.
  • Increased confidence: ELPs can help participants to develop greater confidence in their leadership abilities. This can lead to improved performance and greater career satisfaction.
  • Improved organizational performance: ELPs can help organizations to develop a pipeline of future leaders. This can improve employee morale and boost organizational performance.
  • Increased confidence: ELPs can help participants to develop greater confidence in their leadership abilities. This can lead to improved performance and greater career satisfaction.

What are the different types of executive leadership development programs?

There are many different types of Executive Leadership Program available. Some of the most common types include:

  • In-house programs: These programs are offered by organizations for their own employees. They typically focus on the specific needs of the organization and its culture.
  • External programs: These programs are offered by third-party providers. They typically offer a wider range of topics and are more flexible than in-house programs.
  • Blended programs: These programs combine elements of both in-house and external programs. They can be a good option for organizations that want to provide their employees with the best of both worlds.

How to choose the right executive leadership development program?

When choosing an ELP, it is important to consider the following factors:

  • Your individual needs: What are your specific leadership goals? What skills do you need to develop?
  • The program’s curriculum: Make sure the program covers the topics that are important to you.
  • The program’s format: Do you prefer in-person, online, or blended learning?
  • The program’s reputation: Do your research and make sure the program is reputable.
  • The program’s cost: Consider the cost of the program and how it fits into your budget.
  • Your individual needs: What are your specific leadership goals? What skills do you need to develop?

How to get the most out of an executive leadership development program?

To get the most out of an Executive Leadership Program, it is important to be an active participant. Here are a few tips:

  • Come prepared: Do your research and come to the program with questions and goals.
  • Be engaged: Participate in discussions, ask questions, and take notes.
  • Apply what you learn: Make a plan to apply what you learn to your work and your life.
  • Network with other participants: Build relationships with other participants who can help you in your career.
  • Follow up: After the program, continue to learn and grow by reading books, attending conferences, and seeking out mentors.

Conclusion

Executive Leadership Program can be a valuable investment for both individuals and organizations. By choosing the right program and being an active participant, you can develop the skills and knowledge you need to advance your career and make a positive impact on your organization.

Teaching Is a Work of Heart

The National PTA says it best, “The pandemic has ushered in a new way of teaching and learning. From in-person to virtual to a hybrid learning environment (some all in one school year!), our students have faced challenging, yet innovative times in their learning and development—and teachers have been at the heart of it all!”

America’s schools – and their teachers – are still overcoming the setbacks of the pandemic. One does not have to look far to see that teachers are leaving the profession in droves, teacher attrition is at a fever-pitch, and we are seeing fewer students enrolling in teacher-preparation programs (Will, 2021). Conditions in the education field have always trended toward demanding, but today they’re a recipe for burnout—which teachers experience almost twice as much as other government employees (Perna, 2022, para 3). While these tremendous pressures may never be completely eradicated, there are ways in which we can alleviate some of the stressors and factors that contribute to burn-out. One of these ways is through adult social and emotional learning skills and capacity building.

By shifting from a strictly student-centered approach to professional development to an all-encompassing understanding of both adult and student SEL, we create an opportunity for teachers to learn how to manage the stressors of the classroom, reduce feelings of burnout, and support feelings of preparedness and satisfaction.

When a teacher’s social emotional competence is high, they can model and impart those skills and abilities to their students. We know from our practice that SEL is not isolated to a classroom or the children within it; rather SEL purposefully, and by-design, includes adults with its framework (Hamilton & Doss, 2020; Schonert-Reichl, 2017; Jennings & Greenberg, 2009;).

The message is clear: for social emotional learning to be effective and integrated within the context of whole-school implementation, adults must be included in the development and application of social emotional learning. Let’s do more than just appreciate teachers, let’s recognize the emotions they manage and give them real strategies and resources to feel respected.

Teaching is indeed a work of heart. Join me and the EduSolve team in thanking a teacher.

Summer Camp Starts in Spring

Summer starts in Spring. Really. Today’s dismissal bell is tomorrow’s summer bridge camp. Both are opportunities for high-quality OST.

Out-of-school-time (OST) is like rocket fuel for learning gains through experiential learning (Powers, R. B. & Kirkpatrick, K., 2012). Students learn critical skills, attitudes and knowledge that will be successful not only in school, but also in their future lives and in their careers, and community and civic engagement (DePaoli et al., 2018; Jones et al., 2015).

Smart leaders recognize OST meets the American Rescue Plan (ARP) 20 percent rule. Post-ARP, consider the evergreen formula grant: 21st Century Community Learning Centers, authorized by the Every Student Succeeds Act (ESSA).

21st Century Community Learning Centers are state administered grants carried out at the local level that support OST programs to provide academic enrichment opportunities during non-school hours for almost 2 million children, particularly for students who attend high-poverty and low-performing schools. The program helps students engage in a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other work-ready skill development services to the families of participating children.

Commissioned by the Wallace Foundation, the RAND Corporation report Hours of Opportunity,  is a comprehensive study of youth development within the context of OST. The report offers findings within six communities (Boston, Dallas, Denver, Palm Beach County, Tacoma, and Tulsa).

Key District Learnings:

  1. Increase the number of available slots in OST programs and actively recruit local families.
  2. Remove barriers such as transportation through braided funding.
  3. Promote the use of culturally responsive, not just culturally informed, programming with bidirectional and authentic communications with families served.
  4. Elevate students’ cultural assets, voice, and agency by including participant feedback on the quality of their experiences in programs.
  5. Commit to publishing disaggregated program enrollment data and use program enrollment data as an indicator or criteria for future grant awards.

High quality OST programs are intentionally designed optimizing grant resources for learning gains. As state and district leaders continue to adapt post-pandemic learning environments, OST is the rocket fuel to equip students for academic, emotional, and lifelong learning.

Rainy Days and Mondays

Tax revenue in states outperformed their pre-pandemic growth trajectory in most states. That’s good; right? Maybe. Consider that annual revenue growth rates continue to slow and is on track for negative growth by the close of FY23 and into FY24 when Elementary and Secondary School Emergency Relief Fund (ESSER) funding will all but dry up.

The cut-off from COVID-19 federal investments and weak economy are creating a perfect storm for shortfall in state and local public education agencies1.

Many states experienced tax revenue gains for the second year in a row in fiscal 2022, but annual growth rates cooled when compared with the record pace set in the previous fiscal year. What feels like a surplus now will feel very different as slow growth intersects with the end of federal budget subsidies. The National Association of State Budget Officers (NASBO) reports rainy day fund balances continued to grow in fiscal 2022 after increasing 58% in fiscal 2021, and the median balance as a share of general fund spending is projected to be 12% in fiscal 2023.

The rainy day for most states may be upon us as NASBO is also anticipating a 3.1% annual decline in general fund revenue amid weakening economic conditions. This decline will hit the coffers of local school districts and schools hard in FY25.

So What?

School funding is a blend of federal, state, and local dollars. Local funding largely comes from property taxes. Formula federal money typically targets low-income students or other distinct groups and has steep compliance requirements that will reactivate once ESSER ends. State funding is where things get complicated, and states will need to get thrifty.

What should school districts do?

  1. Recognize states may adjust their public education funding formula. All but four states have a fixed formula that hasn’t been adjusted in the current economy. Connect your legislative agenda to preserve or increase the formula now, before the conversations start without you.
  2. Conduct a first wave of cuts using creative approaches like shortened instructional staff annual calendars or shortened school weeks.
  3. Consider step-back planning now to proactively budget for the eventuality of the end of ESSER.
  4. Prioritize ROI and LOI based on which investments produced the greatest yield.
  5. Save the people = hiring talent is particularly tricky in the public education sector now, so retain staff, but realize that federal compliances on qualified and certified requirements kick in as soon as 18 months from now.

The plan to step back from big budgets is becoming more and more critical as annual revenue growth rates respond to a slowing economy.

Now is the time to prepare for the rainy day before the bell on Monday.

National Center for Education Statistics. (2022). Public School Revenue Sources. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved [date], from https://nces.ed.gov/programs/coe/indicator/cma.

ESSER spending is a journey: How can ed leaders invest to keep the trip running?

A former superintendent and a policy expert write that coordinated spending and braiding funds are essential steps to maintain the ESSER “road trip.”

Robert Avossa is the former superintendent of Palm Beach County School District in Florida and Fulton County Schools in Georgia. He is founder of consultancy firm K-12 Leadership Matters, LLC.

Dana Godek is senior policy and research manager at the Collaborative for Academic, Social, and Emotional Learning. She is an expert on federal funding, structures and system design.

As a funding cliff and other realities loom in the wake of massive education recovery spending, education leaders are now facing concerns over sustaining temporary, supplemental programs. Like going on a summer road trip, the ESSER journey is marked out with a clear start and stop, but it’s unclear for many which are the most effective routes, rest stops and sites to see and learn from along the way.

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What is Adult SEL

What is Adult SEL? 

 As practitioners and facilitators of learning, it would be almost impossible to instruct a lesson on a subject one is unfamiliar with. Whether the subject is considered core curriculum (Math, Science, Language Arts, etc.) or supplemental (physical education, performing arts, etc.) the adult facilitating instruction must have at least a foundational understanding of the subject. The same is true for social emotional learning (SEL) (Jennings & Greenberg, 2009; Hamilton & Doss, 2020). When teachers begin with understanding and applying their own social emotional skills, while also deepening their personal practice, they are able to model and reinforce the use of SEL competencies (Schonert-Reichl, 2017; Jennings & Greenberg, 2009). This real-time use and modeling of SEL skills and strategies support not only the teacher’s capacity for social emotional learning, but also reinforces the integration of SEL in a student’s everyday life. (Schonert-Reichl, 2017; Jennings & Greenberg, 2009). 

Why is it so important in the workplace?

Let’s face it, we spend at least half of our lives at work. The average worker spends 60 hours + either onsite on the job or thinking about work. The workplace is ripe for supporting mental wellness and shaping our social and emotional skills. According to Surgeon General Dr. Vivek Murthy, The COVID-19 pandemic brought the relationship between work and well-being into clearer focus for many U.S. workers. According to recent surveys:

As educators, we need to learn from this guidance by being good to ourselves so we can be great to our students.

What are practical steps I can take now in my school or classroom?

For leaders, try tapping into the Signature Practices: 

The SEL 3 Signature Practices are one tool for fostering a supportive environment and promoting SEL. They intentionally and explicitly help build a habit of practices through which students and adults enhance their
SEL skills. While not an SEL curriculum, these practices are one concrete example of a way to help people understand and practice the goals of an overall systemic SEL implementation plan. The linked playbook offers examples and resources to draw from as you build your repertoire of SEL practices. It also offers insights about how to make planning and facilitating the Signature Practices a fluid, natural part of your work. You and your colleagues are each other’s richest data sources, so we encourage you to dialogue regularly about how you consistently build these Signature Practices into your daily work, and to learn from one another! 

For teachers, consider how you model your own SEL competencies in the classroom. This video is a great example of a teacher modeling Self-Management in a classroom. 

If the goal is to have our students gain the capacity to be self-aware, and manage those emotions, we as adults must model what we expect from them.  As teachers, we set an expectation that we must appear all-knowing and infallible.  But, in fact, when we don’t allow ourselves the opportunity -in the moment- to identify our feelings and process how we are going to manage those emotions, we miss an opportunity to share our own productive struggles with our students.