Social, Emotional, and Academic Development (SEAD) - Weaving Social-Emotional Learning (SEL) into instruction and coupling this learning with social justice goals supports teaching of valued skills and mindsets
First Presenter's Institution
New York City Department of Education
First Presenter's Brief Biography
An educator of 20+ years, Julie Mchedlishvili began her career in education as a history instructor at Pace University and continued as a Social Studies teacher, a cohort coordinator, curriculum developer, Assistant Principal and Principal in high schools in Brooklyn and the Bronx in New York City. During her principalship she developed the emphasis on building empathetic and trauma-informed school, with the focus on emotional intelligence and restorative practices. In the past three years Julie served as an Assistant Superintendent of Student Services for various NYC Department of Education, and then joined the Office of Community Supports and Wellness as a Senior Director of Social Emotional Learning Integration.
Second Presenter's Institution
New York City Department of Education
Second Presenter’s Email Address
agallagher@schools.nyc.gov
Second Presenter's Brief Biography
Andrew began his career in the United Kingdom in 1996 where, over the course of seven years, he served as a teacher, a new teacher mentor and, ultimately, as a school administrator in two large secondary schools (grades 6 through 12). In 2003, Andrew made the transformative decision to move to New York City, initially working as a teacher in Queens and then as a founding teacher of one of New York City’s original small schools. During his tenure in New York City, he has served as a teacher, instructional coach, Deputy Network Leader, Executive Director for School Improvement, and Director of School Renewal/Turnaround. In his current role as Senior Director within the NYC DOE's Office of Community Supports and Wellness, he is responsible for building the systems and structures necessary to strengthen the alignment and intersectionalities of social-emotional and academic learning across the nation’s largest school district. Andrew is a graduate of Teachers College, Columbia University, where he also obtained certification as an Executive Leadership Coach from Columbia’s School of Business. He is also an alumnus of the New York Institute of Technology, his peer-reviewed research on systems of school support has been published nationally, and he has presented at multiple conferences, including ASCD.
Document Type
Event
Primary Strand
Social-Emotional Learning
Relevance to Primary Strand
Helping students move from being passive recipients of academic content to active learners is a proven way to strengthen their social-emotional skills. This happens when all members of a school community develop a shared understanding of child and adolescent development so that students experience a coherent, and mutually supportive set of practices that can help them develop socially, emotionally, and academically. Integrating Social-Emotional Learning (SEL) into instruction and coupling this learning with social justice goals of culturally responsive education supports the teaching of valued skills and mindsets, and helps them take root.
Resulting from the unprecedented work of implementing social-emotional screeners across the entirety of the nation’s largest school district, the Social Emotional Academic Development (SEAD) Framework supports teachers and district leaders in developing a shared understanding of child and adolescent development so that students experience a coherent, and mutually supportive, set of practices that can help them develop socially, emotionally, and academically.
Grounded in CASEL domains, Culturally Responsive-Sustaining Education Framework, and Danielson Framework for Teaching – the SEAD Framework supports schools in implementing, reflecting on, and evaluating their SEAD practices with students. It is anchored in an expectation that schools utilize teaming structures to engage in data-based conversations to identify students’ SEL needs and then provide potential instructional strategies, entry points, and sustainable practices so that educators can deepen their planning and implementation of competency-related SEAD activities in their daily lessons and interactions with students. These practices and strategies can be used cross-content and are designed for all teachers to attempt incorporation into daily planning.
Alignment with School Improvement Plan Topics
Student Learning and Development
Brief Program Description
Participants will learn about the structure of the Social-Emotional and Academic Development (SEAD) Framework, its purpose and intent, and ways they can utilize it within their own settings. They will unpack the framework to understand some potential instructional strategies, entry points and sustainable practices through which they/their staff can deepen their planning and implementation of competency-related SEAD activities.
Summary
Helping students move from being passive recipients of academic content to active learners is a proven way to strengthen their social-emotional skills. This happens when all members of a school community develop a shared understanding of child and adolescent development so that students experience a coherent, and mutually supportive set of practices that can help them develop socially, emotionally, and academically. Integrating Social-Emotional Learning into instruction and coupling this learning with social justice goals of culturally responsive education supports the teaching of valued skills and mindsets, and helps them take root.
Resulting from the unprecedented work of implementing social-emotional screeners across the entirety of the nation’s largest school district, the Social Emotional Academic Development (SEAD) Framework supports teachers and district leaders in developing a shared understanding of child and adolescent development so that students experience a coherent, and mutually supportive, set of practices that can help them develop socially, emotionally, and academically.
Integrating Social-Emotional Learning into instruction and coupling this learning with social justice goals supports teaching of valued skills and mindsets, and helps them take root. Educators can incorporate classroom activities focused on perspective-taking and develop empathy through curricular projects that ask young people to understand real-world challenges. Students learn interpersonal skills and develop executive functioning as they employ specific strategies for collaborating on projects and develop a growth mindset while revising their work in response to feedback.
This toolkit is designed to support schools in implementing, reflecting on, and evaluating their SEAD (Social, Emotional, Academic Development) practices with students. The goal of this document is to describe each social-emotional learning skill to educators and provide them with potential instructional strategies, entry points and sustainable practices through which they can deepen their planning and implementation of competency related SEAD activities in their daily lessons and interactions with students. These practices and strategies can be used cross-content and are designed for all teachers to attempt incorporation into daily planning.
Evidence
Grounded in CASEL domains, Culturally Responsive-Sustaining Education Framework, and Danielson Framework for Teaching – the SEAD Framework supports schools in implementing, reflecting on, and evaluating their SEAD practices with students. It is anchored in an expectation that schools utilize teaming structures to engage in data-based conversations to identify students’ SEL needs and then provide potential instructional strategies, entry points, and sustainable practices so that educators can deepen their planning and implementation of competency-related SEAD activities in their daily lessons and interactions with students. These practices and strategies can be used cross-content and are designed for all teachers to attempt incorporation into daily planning.
Learning Objective 1
Participants will be able to learn about the structure of the Social, Emotional, Academic Development (SEAD) Framework, its purpose and intent, and ways they can utilize it within their own settings.
Learning Objective 2
Participants will be able to unpack the framework to understand potential instructional strategies, entry points and sustainable practices through which they/their staff can deepen their planning and implementation of competency-related SEAD activities.
Learning Objective 3
Participants will be able to learn how to support all members of the school community in developing a shared understanding of child and adolescent development so that students experience a coherent, and mutually supportive set of practices that can help them develop socially, emotionally, and academically.
Recommended Citation
Mchedlishvili, Julie and Gallagher, Andrew, "Social, Emotional, and Academic Development (SEAD) - Weaving Social-Emotional Learning (SEL) into instruction and coupling this learning with social justice goals supports teaching of valued skills and mindsets" (2023). Southeast Conference on School Climate. 58.
https://digitalcommons.georgiasouthern.edu/secsc/2023/2023/58
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Social, Emotional, and Academic Development (SEAD) - Weaving Social-Emotional Learning (SEL) into instruction and coupling this learning with social justice goals supports teaching of valued skills and mindsets
Helping students move from being passive recipients of academic content to active learners is a proven way to strengthen their social-emotional skills. This happens when all members of a school community develop a shared understanding of child and adolescent development so that students experience a coherent, and mutually supportive set of practices that can help them develop socially, emotionally, and academically. Integrating Social-Emotional Learning into instruction and coupling this learning with social justice goals of culturally responsive education supports the teaching of valued skills and mindsets, and helps them take root.
Resulting from the unprecedented work of implementing social-emotional screeners across the entirety of the nation’s largest school district, the Social Emotional Academic Development (SEAD) Framework supports teachers and district leaders in developing a shared understanding of child and adolescent development so that students experience a coherent, and mutually supportive, set of practices that can help them develop socially, emotionally, and academically.
Integrating Social-Emotional Learning into instruction and coupling this learning with social justice goals supports teaching of valued skills and mindsets, and helps them take root. Educators can incorporate classroom activities focused on perspective-taking and develop empathy through curricular projects that ask young people to understand real-world challenges. Students learn interpersonal skills and develop executive functioning as they employ specific strategies for collaborating on projects and develop a growth mindset while revising their work in response to feedback.
This toolkit is designed to support schools in implementing, reflecting on, and evaluating their SEAD (Social, Emotional, Academic Development) practices with students. The goal of this document is to describe each social-emotional learning skill to educators and provide them with potential instructional strategies, entry points and sustainable practices through which they can deepen their planning and implementation of competency related SEAD activities in their daily lessons and interactions with students. These practices and strategies can be used cross-content and are designed for all teachers to attempt incorporation into daily planning.
