Integrating Social-Emotional Learning in Teacher Preparation: Third-Year Evaluation Outcomes of Graduate Observations

• In Event: Social-Emotional Learning, Culturally Responsive Teaching, and Well-Being in Preservice Teacher Education

Abstract

Objectives/Purposes
This paper provides findings from the third of a three-year implementation/evaluation study within a large state university’s 5th year K-8 credential program. The project is distinguished by its focus on developing strategies that integrate the social-emotional dimensions of teaching and learning (SEDTL) across the course/field experiences rather than in a separate course. This project SEDTL focuses on developing candidates’ ability to use an “SEL lens” as part of their teaching practice.

The two questions guiding Phase III were:
1) To what extent do graduates of this state university program demonstrate SEDTL content knowledge?
2) To what extent have graduates incorporated SEDTL strategies in their practice?

Perspective/Theoretical Framework
There is an urgent need, but minimal attention paid (Schonert-Reichl, 2015) to preparing teacher candidates who can respond to students facing increasing stress and expectations in a rapidly changing world. SEL, which supports students’ academic achievement and fosters their ability to thrive, is defined as a process through which “children enhance/their ability to integrate thinking, feeling, and behaving to achieve important life tasks.” (Zins et al., 2004). Teachers help promote the SEL skills students need to be college and career ready...” (National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSSO), 2010a; NGA Center & CCSSO, 2010b). Further, teachers recognize the importance of targeting these skills in schools (Civic Enterprises et al, 2013; ). Additionally, more states are including SEL in their teacher performance expectations.

Method/Data Sources
The independent evaluator and external researcher carried out the following data collection activities focused on 6 female teacher graduates’ use of SEL practices in their first year classrooms:
1) one hour individual interviews at the beginning of the academic year to provide contextual information;
2) two classroom observations (one hour each) of each teacher during fall and spring of the AY 2016-2017 together with post-observation interviews. The classroom observation tool was developed collaboratively by Project SEDTL leaders and the external evaluator, drawing from other observation tools such as CLASS and Danielson’s Framework;
3) one focus group meeting with teachers at the end of the academic year to gather teachers’ reflections on SEL in their practice.

Results/Scholarly Significance
Observers using the SEL Observation Protocol found their assessments after each observation were strongly correlated. Findings include:
teachers valued and used SEL strategies
teachers reported that professors in their credential program not only helped them understand SEL but also modeled it, shaping teachers’ commitment to this approach.
while each teacher varied in her ability to implement SEL, they believed that SEL benefited individual students as well as the classroom environment;
teachers successful in integrating SEL described spending significant time developing their classroom culture; and
all teachers identified ways in which use of SEL improved students’ social and academic experiences.

As states adopt standards that include SEL, teacher educators need a roadmap to incorporate these skills into their programs and means of gathering data on the effectiveness of their efforts. This implementation/ evaluation effort will support other programs’ efforts.

Authors

• Nancy Lourié Markowitz, San José State University

• Wendy Thowdis, Center for Reaching & Teaching the Whole Child & San Jose State University

• Rebeca Diaz, WestEd