What We Wonder: How a Professional Development School-District Collectively Uncovered Teachers' Perceptions of Social-Emotional Learning

• In Event: Exploring and Expanding Research Related to Professional Development Schools

Abstract

Professional Development School contexts are recognized as spaces to enhance teaching and learning. The purpose of this paper is to examine how a Professional Development School-District (PDS-D) partnership, enacting an improvement science stance, collectively explored social emotional learning (SEL). Findings share the knowledge gained from iterative professional learning experiences (PLEs) and how participants’ collective inquiry informed the design of future PLEs. Specifically, we asked the following: 1) What are teachers’ perceptions of social emotional learning? and 2) How does incorporating collective data analysis into PLEs influence PDS work?

Authors

• Rachelle Curcio, University of South Carolina

• Rebecca B. Smith-Hill, University of South Carolina - Columbia

• Kate Ascetta, University of South Carolina