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  • LEIDO - CASEL. SEL-and-Equity.

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    Paula Gomezb
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    This document is a worksheet intended to promote reflection among district leaders on how their beliefs and actions can shape leveraging social emotional learning (SEL) to advance educational equity. It contains a series of statements that district leaders are asked to reflect on in terms of how much they believe each statement and the degree to which their district has taken action on related statements. The statements address beliefs that SEL is relevant for all students and affirms diversity, is a strategy for systemic change rather than just for at-risk students, and supports uplifting student voice rather than just behavior management. District leaders are also asked to reflect on their district's actions in using SEL to help students examine their identities and appreciate diversity, create inclusive environments, and

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    LEIDO.CASEL. SEL-and-Equity.

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    This document is a worksheet intended to promote reflection among district leaders on how their beliefs and actions can shape leveraging social emotional learning (SEL) to advance educational equity. It contains a series of statements that district leaders are asked to reflect on in terms of how much they believe each statement and the degree to which their district has taken action on related statements. The statements address beliefs that SEL is relevant for all students and affirms diversity, is a strategy for systemic change rather than just for at-risk students, and supports uplifting student voice rather than just behavior management. District leaders are also asked to reflect on their district's actions in using SEL to help students examine their identities and appreciate diversity, create inclusive environments, and

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    © All Rights Reserved
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    27 views1 page

    LEIDO - CASEL. SEL-and-Equity.

    Uploaded by

    Paula Gomezb
    This document is a worksheet intended to promote reflection among district leaders on how their beliefs and actions can shape leveraging social emotional learning (SEL) to advance educational equity. It contains a series of statements that district leaders are asked to reflect on in terms of how much they believe each statement and the degree to which their district has taken action on related statements. The statements address beliefs that SEL is relevant for all students and affirms diversity, is a strategy for systemic change rather than just for at-risk students, and supports uplifting student voice rather than just behavior management. District leaders are also asked to reflect on their district's actions in using SEL to help students examine their identities and appreciate diversity, create inclusive environments, and

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    © All Rights Reserved
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    of 1

    SEL and Equity: Leadership Beliefs and Actions

    Social and emotional learning (SEL) can be a powerful lever for creating caring, just, inclusive, and healthy communities that support all
    individuals in reaching their full potential. Promoting equity through SEL requires intentional efforts that begin with individual beliefs
    and result in collective action. This worksheet is intended to promote reflection on beliefs and actions that shape how your district
    leverages SEL to advance educational equity.

    Directions: Read the prompts below. Reflect on the degree to which you believe each of the bolded statements to be true, and the
    degree to which your district has taken action on the corresponding statements. For each belief statement, consider what information,
    experiences, or perspectives have led you to this belief and how this impacts your actions.

    I believe SEL is relevant in all schools and for all students and affirms diverse Strongly Strongly
    Agree Disagree
    cultures and backgrounds. Agree Disagree

    My district uses SEL to help students examine their various identities (e.g.,
    race, ethnicity, culture, gender, socioeconomics) and assets, reflect on and
    Strongly Strongly
    appreciate diversity, and co-create inclusive environments. My district guides Agree
    Agree Disagree
    Disagree
    all schools in adopting evidence-based SEL programs and practices that are
    culturally affirming and relevant to their communities and needs.
    I believe SEL is a strategy for systemic change, rather than an intervention for Strongly Strongly
    Agree Disagree
    at-risk students. Agree Disagree

    My district’s SEL plan focuses on creating the conditions that promote social
    and emotional growth for all students, including trusting relationships,
    Strongly Strongly
    welcoming learning environments, consistent routines, engaging teaching Agree
    Agree Disagree
    Disagree
    strategies, culturally relevant practices, and authentic family and community
    partnerships.
    I believe SEL is a way to uplift student voice and promote agency and civic Strongly Strongly
    Agree Disagree
    engagement, not a behavior management strategy for control and order. Agree Disagree

    In my district, all students have developmentally appropriate opportunities to


    engage in discussions with each other, raise problems and identify solutions in
    Strongly Strongly
    their schools and communities, productively challenge the inequities that they Agree
    Agree Disagree
    Disagree
    see, have a voice in how the school district operates, and take on authentic
    leadership roles.
    Strongly Strongly
    I believe SEL supports adults in strengthening practices that promote equity. Agree
    Agree Disagree
    Disagree

    In my district, adults reflect on their own identities, assets, and biases, and
    engage in culturally relevant practices and conversations around equity.
    Strongly Strongly
    District staff examine disaggregated data, analyze root causes of disparities, Agree
    Agree Disagree
    Disagree
    and engage various stakeholders to co-develop policies and practices that
    support equity.
    I believe districts must engage students, families, and communities as Strongly Strongly
    Agree Disagree
    authentic partners in social and emotional development. Agree Disagree

    In my district, students, families, and community partners are active partners


    in the planning and implementation of SEL and play a role in district decision- Strongly
    Agree Disagree
    Strongly
    making. All students have frequent opportunities to share their perspectives Agree Disagree

    and feedback on SEL and school climate strategies.

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