Do leadership and staff regularly model social, emotional, and cultural competencies in their language and interactions with other staff, students, families, and community partners?
Focus Area 2
Model
Support staff in modeling SEL competencies, mindsets, and skills throughout the school community.
Intentionally or not, adults are constantly modeling their social and emotional competence (Jones & Weissbourd, 2013). Modeling SEL competencies, mindsets, and skills helps set the “tone” for the school community and offers students positive examples of how to navigate stress and frustration and maintain healthy relationships.
Just as it’s important to model SEL for students in the classroom, it’s also important for adults to consistently model social, emotional, and cultural competence in their interactions with other staff, families, and community partners. SEL teams and school leadership play a key role in shaping a staff culture where SEL is consistently modeled by adults. In this section, we provide strategies to support staff in:
- Modeling SEL in their interactions with students
- Modeling SEL in their interactions with other staff
- Modeling SEL through leadership practices
As you work on supporting staff modeling of social and emotional competencies, use the rubric or the questions below to identify areas for continuous improvement:
Have school leaders and the SEL team built supportive relationships with staff?
Do school leaders and the SEL team regularly acknowledge staff efforts and contributions?