Strengthening social emotional learning with student, teacher, and schoolwide assessments

• Published in: Journal of applied developmental psychology Vol. 55; pp. 71 - 92
• Main Authors: Stillman, Susan B., Stillman, Paul, Martinez, Lorea, Freedman, Joshua, Jensen, Anabel L., Leet, Cherilyn
• Format: Journal Article
• Language: English
• Published: Norwood Elsevier Inc 01.03.2018; Elsevier Science Ltd
• Subjects: Administrators; Case studies; Classroom management; Classroom practice; Classrooms; Competency based learning; Curricula; Curriculum development; Developmental psychology; Emotional intelligence; Emotional intelligence (EQ); Emotional intelligence assessment; Emotions; Evaluation; Leadership; Learning; Professional development; Professional training; School climate; School environment; Selfawareness; Social emotional learning (SEL); Social interaction; Students; Teachers; Teams; Workshops; Youth; Emotional intelligence (EQ); Social emotional learning (SEL); Emotional intelligence assessment; School climate
• ISSN: 0193-3973; 1873-7900
• DOI: 10.1016/j.appdev.2017.07.010

In this case study, we examined how a school, committed to emotional intelligence (EQ) as a central pillar, used assessment data to build positive school climate and strengthen the EQ of students and all community members. School leaders used multiple EQ and school climate assessments, over several years, to acquire data to enhance individual success, enrich classroom practice, and provide a strategy for schoolwide improvement. Teachers used data to help both youth and adults increase self-awareness, make better choices, and create a more supportive learning community. Assessment results guided curriculum development and classroom management. Administrators examined their own effectiveness individually and as a team and planned teacher professional development and parent workshops. A three-part benchmarks framework for schoolwide implementation of social emotional learning is used to analyze (a) student and adult competencies, (b) classroom practices, and (c) whole school approaches, including school climate and administrative team leadership. •EQ assessments provide meaningful data to improve student EQ competencies, SEL implementation, and teacher effectiveness.•EQ assessment and school climate data synergize to provide direction for learning environments and instructional practices.•SEL integration is a multi-year, multi-level process involving all stakeholders in making decisions to improve outcomes.•Applying a consistent model over several years establishes a shared vocabulary and a theory of action for SEL integration.•School climate assessments engage the entire learning community in the design and implementation of an SEL vision.