Abstract
Treating SEL as a typical curriculum implementation or school improvement initiative is problematic because it suggests that there are discrete SEL programs or tactics that can be put into place, regardless of school context or professional culture, to advance student outcomes. Such SEL initiatives risk not only failing to achieve the desired beneficial outcomes for students, but also overburdening or alienating educators. Those who want positive SEL outcomes must fully attend to supporting teacher learning. In this chapter, the authors describe the ways that SEL-related teacher professional development is currently enacted in U.S. P-12 school settings, critique current practices in light of what is known about effective professional development, and showcase a unique and replicable approach to SEL currently being enacted in an urban district in the northeast United States that led to positive social-emotional learning outcomes.
TopIssues In Current Sel Professional Development Enactment
Despite scientific and popular interest in SEL and the profusion of SEL-related programming in schools, it is apparent that most U.S. P-12 educators do not have sufficient knowledge about SEL, nor do they have sufficient access to high-quality SEL-related professional development. Pre-service training typically focuses on classroom management; in-service training is generally limited to an explanation of SEL programs or strategies and information about how to teach them (Greenberg et al., 2003; Schonert-Reichl, 2017; Zins et al., 1997). Oberle et al. (2016) noted that increased expectations for SEL coupled with lack of teacher preparation were a source of teacher stress. A nationally representative survey conducted pre-pandemic by Education Week (Schwartz, 2019) found that 78% of teachers agree it is part of their job to help students develop strong social-emotional skills, and 66% believe that all students can and should have strong social-emotional skills, but fewer feel that they or their peers are equipped to do this well. Only 54% described themselves as good at helping students develop strong social-emotional skills, and 40% said they have adequate solutions and strategies to use when students do not have strong social-emotional skills. Other studies reinforce low teacher confidence in their ability to support students’ social and emotional development (Reinke et al., 2011; Schonert-Reichl, 2017).
Key Terms in this Chapter
Social-Emotional Learning: The process through which people learn to understand and manage emotions, set goals, feel empathy for others, establish positive relationships, and make responsible decisions.
School Improvement: Efforts by education personnel and policy makers intended to advance systems in support of high-quality instruction and increased student engagement and learning.
Professional Learning Community: A network of teacher teams in which groups of educators engage in a disciplined cycle of ongoing inquiry about teaching and learning.
Professional Development: Any activity that is intended to advance teacher knowledge, skills, and dispositions in, of, and for teaching and learning.
Instrumental Resources: The support available (given and/or received) that helps teachers achieve a desired goal, e.g., supplemental curriculum materials, feedback about teaching practice, etc.
Researcher-Practitioner Partnership: A federally sponsored program that funds collaborative school-based endeavors between institutions of higher education and school districts.
Expressive Resources: The support available (given and/or received) that affords teachers with emotional support and advances well-being, e.g., listening, sharing encouragement to persist, etc.