Implementing Personalization: Exploring the Proximal Outcomes of an Academic and Social Emotional Initiative in Three High Schools

• In Event: Roundtable Session 23
  In Roundtable Session: Social Emotional Learning in Secondary School

Abstract

This paper explores the proximal outcomes associated with the implementation of a school-wide academic and social emotional reform called Personalization for Academic and Social-Emotional Learning (PASL). Using a collaborative improvement approach, the [Identifying Reference] developed and implemented PASL in three high schools in Florida. The study finds that most adults in the study believed in personalization and reported that it made efforts to engage with students more intentional. Still, gaining traction in areas such as organizational routines was difficult, with many teachers abandoning required activities when administrators stopped coordinating them. Our study suggests that adults in schools find social emotional activities consistent with their idea of their work and difficult to counter, however, more challenging to integrate into organizational routines.

Authors

• Stacey A. Rutledge, Florida State University

• Allison Rose Socol, University of North Carolina - Chapel Hill

• Christopher Harrison, Northwestern University

• Stephanie Brown, Florida State University

• Courtney Preston, Florida State University