Social Emotional Learning in Principal State Standards

• In Event: Leading, Learning, and Caring: Well-Being and the School Leader

Abstract

Objectives
This paper examines the extent to which dimensions of principal self-care are incorporated into state-level school leader certification requirements as self-care and social emotional competencies of principals represent part of education that is inextricably tied to school success and positive student performance, yet it has not been explicitly addressed or given much attention.
Perspectives
Social emotional learning (SEL) is defined as the process of acquiring the personal and interpersonal skills we all need to establish caring positive relationships with ourselves and others, make responsible decisions, handle challenging situations effectively and ethically (CASEL, 2003). The dimensions of SEL identified include: a) social awareness, self-management, social awareness, relationship skills, and responsible decision-making. SEL is sometimes considered the “missing piece” because it represents a part of education that is inextricably tied to school success and positive student performance, yet it has not been explicitly addressed or given much attention until recently (Bridgeland, Bruce, & Hariharan, 2013; Schonert-Reichl, Kitil, & Hanson-Peterson, 2017).
Little is known about the degree to which state-level school leader certification requirements include SEL-related knowledge or skills, or whether principal or superintendent preparation programs in colleges of education incorporate SEL into coursework and training. If SEL is to be embedded into the very foundation of education and implemented into K-12 educational settings, it must be included in state-level school leader certification requirements and preparation programs so that prospective principals and superintendents are adequately prepared to integrate SEL into their schools.
Methods and Data Sources
First, we identified the entities that establish standards for school leader preparation programs in each state, and collected documents detailing these standards. We then used a coding guide that the team has developed to analyze school leader certification and preparation program standards using definitions drawn from Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL theory and endorsed by research experts in the field. During data analysis, we identified language in the standards related to four domains of SEL: principals’ social emotional competence, teachers’ social emotional competence, the implementation of SEL programs, and creating school organizational structures and climates that support students’ social and emotional wellbeing.
Preliminary Findings
All 50 U.S. states and the District of Columbia address some area of “principals’ SEL” in their certification requirements. More than half of all states have state-level principal certification requirements that have a comprehensive focus on the promotion of students’ SEL. Most states require that pre-service principals obtain knowledge regarding dimensions of the instructional leadership for principal certification.
Scholarly Significance
This paper presentation extends prior research in several ways focusing on the gaps in addressing principal wellbeing and SEL in the state standards for principal certification. Such assessment will help policymakers, preparation program developers as well as district and school leaders understand where, when, and how social emotional learning can be incorporated into these processes.

Authors

• Julia Mahfouz, University of Colorado - Denver

• Kerry Kathleen Robinson, University of North Carolina - Wilmington

• Deirdre A Hon, University of Portland

• Maria Nina Puga, University of Idaho