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SEEVAL agreement number 612219-EPP-1-2019-1-BG-EPPKA3-IPI-SOC-IN

STRATEGIES FOR ADOPTING THE WHOLE SCHOOL APPROACH TO SEL

Paula de Waal – Università Ca’ Foscari Venezia

paula.dewaal@gmail.com

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SEEVAL agreement number 612219-EPP-1-2019-1-BG-EPPKA3-IPI-SOC-IN

STRATEGIES FOR ADOPTING THE WHOLE SCHOOL APPROACH TO SEL

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WHOLE SCHOLE APPROACH

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The whole school approach promotes equity and educational advancement through:

�- caring learning environments;

  • safe learning experiences;
  • communities, with relationships based on trust and collaboration.

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LIFECOMP

Teachable SEL Competencies

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https://publications.jrc.ec.europa.eu/repository/bitstream/JRC120911/lcreport_290620-online.pdf

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ADAPTING ACTIONS AND TIMELINES FROM SCHOOL GUIDE ESSENTIALS – CASEL

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Schoolwide SEL implementation is an ongoing and iterative process that takes 3 to 5 years

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https://schoolguide.casel.org/uploads/sites/2/2019/09/2021.6.15_School-Guide-Essentials.pdf

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Engaging principals

    • Recognizing previous SEL teachers competences and projects
    • Creating a SEL Team
    • Defining goals and priorities
    • Including goals in planning and curriculum
    • Adapting time allocation of school programs

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Listening the voice of students and teachers to build a SEL shared vision (schoolwide)

    • Post-it boards or Mentimeter collected quick reactions guided by facilitators

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Foundational SEL trainining

    • Deep understanding of systemic approach
    • Skills in using validated monitoring tools (classroom climate, self-reflection)
    • Age specific emotional development
    • Embedding SEL competency development in teaching methodologies
    • Clues for contextualization of training and learning activitiess.

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Teachers support

    • Continuous methodological support to teachers that embrace the challenge
    • Support teachers emotionally

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Spreading awareness

    • Continuous updating of progress to stakeholders, parents, children, colleagues
    • Encourage sharing and discussions about SEL during schoolwide, class or department teacher meetings

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Continuing and extending professional SEL education

    • Overcome resistance among teachers
    • Overcome erroneous reppresentations of own capability of promoting SEL competency development
    • Improve learning-design capabilities to integrate SEL in accademic curriculum (subject-specific)

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PILOTING IN ITALY

Piloting advice

    • Plan learning units that engage many teachers/subjects of the classrooms
    • Listen to student feedback
    • Have the courage to modify activities that are not reaching the expected quality (processes or results)
    • Collaborate with experts for monitoring and evaluation

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PILOTING IN ITALY

Piloting strategies chosen by schools

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Case1

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Let’s work with one class/classroom and engage all teachers to build a case of good practice

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Case 2

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Let’s engage all the teachers and students of the classes/classrooms of the first accademic year

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Case 3

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Let’s create a well structured set of activities and engage all teachers and classrooms of the school

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4- Let’s focus on self-development of teachers that have interest in SEL andembedding SEL goals in ongoing projects

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5- Let’s monitor some classrooms where there are at least 3 teachers with interest in SEL, each teacher is free to choose what to do.

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SEEVAL agreement number 612219-EPP-1-2019-1-BG-EPPKA3-IPI-SOC-IN

GRAZIE!

THANK YOU!

Paula de Waal – Università Ca’ Foscari Venezia

paula.dewaal@gmail.com