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Systems-wide Reflection: Indicators of Schoolwide and Districtwide SEL This chart sets CASEL’s Indicators of Districtwide SEL and Indicators of Schoolwide SEL side by side, with links to further information, suggested implementation processes, and examples. District leaders can use this tool to guide reflection, conversation, and planning about how social and emotional learning (SEL) is integrated throughout systems at the school level and at the district level. |
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Preparing SEL Team Meeting Agendas The SEL Team Meeting Agenda provides recommendations, samples, and a template for preparing agendas for SEL team meetings throughout the school year. Strong meeting agendas are inclusive of all team members, are grounded in your school's core SEL implementation goals, and consistently draw upon data to drive continuous improvement. |
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Develop SEL Team Working Agreements By taking the time to collaboratively develop clear working agreements, the SEL team sets the stage for a sustainable division of responsibility, productive meetings, and a team culture that values differences of opinion and inclusion. This tool outlines a process for developing team working agreements. |
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Develop SEL Team Working Agreements (OST) This tool (OST version) outlines a process for developing team working agreements. By taking the time to collaboratively develop clear working agreements, the SEL team sets the stage for a sustainable division of responsibility, productive meetings, and a team culture that values differences of opinion and inclusion. |
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Supporting Student Members of the SEL Team Including student members on a SEL team or any school leadership team primarily composed of adults requires a commitment from adults to support youth leaders, both during and between meetings. This tool provides some ways that adults can create equitable space for students in their role on the SEL Team. |
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Private: Continuous Improvement Connection: School Climate This tool shows how the continuous improvement template can be used to create a plan for improving relationships among teachers at different grade levels as part of Focus Area 3. |
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Private: Teacher Self Assessment: Creating a Supportive Classroom Environment Teachers can use this tool to reflect on the level and quality of SEL implementation. |
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Private: Teacher Self-Assessment: Explicit SEL Instruction With this tool, teachers can periodically to monitor the level of SEL implementation in their classrooms. |
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Guiding Questions for Educators: Promote Equity using SEL in your School When social and emotional learning (SEL) is implemented with a culturally responsive lens, educators can use SEL to cultivate equitable learning opportunities, responsive relationships, and inclusive practices. This resource features reflection questions for school-level educators to explore the CASEL core competencies through an equity lens. |
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Defining Team Member Roles and Responsibilities During Meetings This tool outlines and describes sample team roles. Use this list as a jumping-off point for identifying roles that suit your team’s particular strengths and needs. |