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Leading for Change Through Whole-School Social-Emotional Learning

Strategies to Build a Positive School Culture

By: Jennifer E. Rogers

With educational stakeholders in mind, this book uses real-world experiences and evidence-based strategies to guide implementation of a practical and sustainable social emotional learning program.

Full description

Product Details

Grade Level: PreK-12
ISBN: 9781544352985
Published By: Corwin
Year: 2019
Page Count: 232
Publication date: April 18, 2019

Price: $39.95

Description

Develop and cultivate a positive school culture!

Calling all change agents! If you are hoping to join other schools and districts across the country that are adopting Social-Emotional Learning (SEL) programs and practices to improve student outcomes and teacher capacity, then you’ve found the right book.

Let Jennifer Rogers share her specialized experience in developing and implementing behavioral and social-emotional programs and support with you. The practical framework outlined in this book comprises real-world experiences and evidence-based strategies to integrate systemic change toward a positive school culture. With sustainable practices in mind, this guide features

thought-provoking worksheets to explore staff understanding of SEL, collect evidence, influence instruction, and more
a step-by-step rubric to guide implementation with recommendations
resources to explore at the end of each chapter
reflection questions to promote deeper thinking

SEL is about both prevention and intervention. For the stakeholders engaged in this work who must think reflectively about schools, this book offers the support, strategies, processes, and tools, to teach students these competencies in a comprehensive and sustainable way.

Author(s)

Jennifer E. Rogers

Dr. Jennifer Rogers is the Founder of Rogers Training Solutions, LLC. She works with educational stakeholders on developing tools and strategies to increase positive student outcomes. Rogers Training Solutions, LLC provides consulting, professional development, workshops, coaching, one-on-one leadership support for individuals and organizations exploring social, emotional, and behavioral interventions in school environments.

Dr. Rogers’s background has reflected a strong commitment to children and adolescents and their families for over 20 years. She is proud to work side-by-side with educators in promoting social and emotional competencies for all students. She has worked with school districts across the country as a school counselor, researcher, district administrator, coach trainer, and consultant. Schools benefit from her experience as a licensed professional counselor (LPC) and training as a counselor educator to create programs to meet the social, emotional, and behavioral needs for students.

She has experience with implementing and measuring the impact of interventions in counseling, prevention, and early intervention. She has advocated for, written about, researched, trained, created interventions for, used data to support, worked with curriculum, and implemented district-wide Social Emotional Learning. Her book, Leading for Change Through Whole-School Social Emotional Learning: Strategies to Build a Positive School Culture (2019) has been adopted by educators and is currently being used in multiple districts. She trains educators in best practices to meet the needs of their specific culture and students.

Dr. Rogers professional goals align with the core mission to make social and emotional learning an integral part of education for all students. To reach the goal, her belief is that we must work to support the educators through systemic change and create a common understanding amongst all stakeholders of the benefits of social emotional learning to positive school culture.

Table of Contents

Preface

Acknowledgments

About the Author

Introduction: Using Social-Emotional Learning to Make Your School More Positive and Productive

What Does Social-Emotional Learning Have to Do With Systems Change?

Fair Warning: The Challenge Of Systems Change

Chapter 1: Why Now?

Mental Health Of Our Students

Adverse Childhood Experiences

The Changing Dynamics Of Our Classrooms

Burnout And Stress Of Teachers

Prevention

Outcomes

The Who Is You

The First Step—Self-Care: Putting Yourself on the To-Do List

Practitioner’s Voice

Reflection Questions

Resources

Chapter 2: Whole-School Social-Emotional Learning—Research on SEL

What Is Social-Emotional Learning?

SEL Core Competencies

Powerful Evidence Supporting The Impact Of Enhancing Students’ Social-Emotional Skills

Multitiered Systems Of Support And Sel: Universal Support For All Students

SEL and School Culture

Practitioner’s Voice

Resources

Reflection Questions

Chapter 3: Strategy #1: Identify Your Why

Inspiration Leads to Action

Beliefs as Barriers to Action

The Mascot, the Carrot, and the Competition

Why Is the Driver for Who, What, When, and Where

Practitioner’s Voice

Chapter 4: Strategy #2: Adopt A Framework

Framework, Model, and Intervention, Oh My!

Read the Directions Before Application: Choosing a Framework

The Importance of Process When Choosing a Framework

Chapter 5: Strategy #3: Do Your Detective Work—Data Collection and Data Analysis

Ask Questions

Using Data Thoughtfully

Large Data Sets: Needs Assessment, Universal Screeners, Skill Assessments, and Surveys

In the Moment: Data Collection

How Do We Gather Data About Our School and Community?

Developing Your Own Accountability Tool

Practitioner’s Voice

Resources

Reflection Questions

Chapter 6: Strategy #4: Work With Others to Develop a Vision to Guide Change

Vision Statement

Vision for Leadership

Your School Leaders—Are They on Board?

Vision Standards

Practitioner’s Voice

Resources

Reflection Questions

Chapter 7: Strategy #5: Understand the Politics of Your Workplace

Understanding the Politics of Your Workplace (Yes, Even In Kindergarten)

Social Network Theory

History of Interventions

Importance of Who Is on the Team

The “What” of School SEL Teams

Making Working Together Work

More Issues

Things to Consider When Hiring an Expert

Practitioner’s Voice

Resources

Reflection Questions

Chapter 8: Strategy #6: Develop an Action Plan for Implementation

Making Stuff Happen—It’s All About a Plan

You Say You Want an Interventions

Action Planning

Practicing SEL

What Is Loose and What Is Tight?

What Do We Want? Change! When Do We Want It? Should’ve Happened Yesterday!

Practitioner’s Voice

Resources

Reflection Questions

Chapter 9: Strategy #7: Invest in Your Infrastructure

What Is Infrastructure And Why Do We Need It?

Fidelity of Implementation

Building Capacity

Empowering Student Voice

Parent/Family Involvement

Building Community Understanding

Infrastructure Issues: The Leadership Merry-Go-Round

Practitioner’s Voice

Resources

Reflection Questions

Chapter 10: Strategy #8: Plan for Resistance to Change

Resistance to Change

Challenge Scenarios

Practitioner’s Voice

Resources

Reflection Questions

Chapter 11: Strategy #9: Assess Your Outcomes

Gold Standard for Change: The “Fire Drill Effect”

Big Question: Did Anything Change for the Better?

SEL Intervention Outcomes

Measuring Your SEL Implementation

Be Sensitive to Outcome Overload

Overall Goal of Assessing Outcomes: Improving Systemic Integration and Sustainability

Practitioner’s Voice

Resources

Reflection Questions

Chapter 12: Strategy #10: Fill in the Gaps of Your Foundation

Filling in Gaps

Revisiting the Past: How Is Your Framework Meeting Your Needs?

Celebration Time! Okay, Now Back to Work

Revise and Resubmit: The Evolution of Your Intervention

Practitioner’s Voice

Resources

Reflection Questions

Chapter 13: Conclusion

A Final Message for You: The Agent of Change

Appendix 1: SEL and System Change Strategies Rubric

Appendix 2: Professional Development Exit Ticket

Appendix 3: Figures and Graphics

References

Index

Resources

Reflection Questions

Practitioner’s Voice

Resources

Reflection Questions

Reviews

“Leading for Change Through Whole-School Social-Emotional Learning provides personally relevant insights for change agents in need of support to transform culture for the whole individual and in turn for the entire school."

Debbie Arakaki, Curriculum Coordinator and Coach, Kalihi Uka Elementary School
Kalihi Uka Elementary School

"School leaders are rarely provided with resources and support to implement large scale changes. Leading for Change Through Whole-School Social-Emotional Learning is written in a handbook format and provides educators with implementation strategies and evaluation tools to address school climate."

Carol Campbell, High School Principal, Grant High School
Grant High School

"Social-emotional learning is the new 'it' topic, yet little is available on how to truly implement it in a practical way. This book is ideal for administrators trying to shift school culture as well as lead teachers."

Georgina Castilleja, Middle School Principal, Houston Independent School District
Houston Independent School District

“As a front-line educator, seriously considering making a personal and professional commitment to serve as a change agent might be a scary proposition. This book serves as an encouraging guide to the brave ones who step up to do what it seems we all, by now, are aware we will eventually need to do.”

Gloria Avolio, Ph.D., School Counselor, Hillsborough County Public Schools
Hillsborough County Public Schools

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Evidence Supporting the Impact of Enhancing Students’ Social Emotional Skills [Other]