Developing a Leadership Lens to Bridge the Arts and Social-Emotional Learning

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: The Arts and Social-Emotional Learning in Education

Abstract

In this day of over overemphasizing standardized testing, arts instruction has been severely cut back in public schools. Minority and low-income students are the ones most negatively impacted as the schools they attend generally have lower standardized test scores. This study, Education, Arts and Social-Emotional Learning (EASEL), provided training for 44 elementary school administrators serving high needs students. Through a theoretical framework of social-emotional and brain-based learning, participating administrators received 40 hours of professional development that helped them create safe classroom learning environments that fostered creativity, innovation, and collaboration. The research question is: What impact will a focused arts and social-emotional learning professional development have in shaping instructional leadership and shaping educator dispositions among school-based administrators serving high needs populations?

Authors

• Marco A. Nava, Los Angeles Unified School District

• Imelda Nava-Landeros, University of California - Los Angeles

• Jan Kirsch, Inner-City Arts

• Susan Ward Roncalli, Los Angeles Unified School District