Modeling, Embedding, and Utilizing Social Emotional Learning to Strengthen University-Based Teacher Preparation

• In Event: Integrating Social-Emotional Learning in Higher Education for Equity, Well-Being, and Civic Engagement

Abstract

Theoretical Framework
The inclusion of social emotional learning (SEL) in Ohio’s new strategic plan for education (ODE, 2018) is clear acknowledgement that climate and school safety are integral to education. Educator preparation programs (EPPs) have a responsibility to ensure that candidates can create safe and comfortable learning environments for all students. Inclusion of SEL and culturally responsive teaching (SEL/CRT) practices into programs is not just the work of individual faculty, however, but requires group consensus on utilizing SEL/CRT principles and practices across teacher preparation curriculum and instruction.

This presentation describes how one EPP used a professional learning community (PLC) to develop an understanding of SEL and gain buy-in for infusing it into the curriculum. Insights include: an explanation of the utilized conceptual framework for SEL/CRT (CRTWC, 2018), a detailing of the faculty development process and outline of the plan for curricular infusion.

Data Sources
For our process inquiry, we drew on various artifacts including project objectives, lessons presented, survey data, the course/program matrix showing embedding of SEL/CRT elements across the curriculum, meeting minutes, and a crosswalk aligning the SEL/CRT elements with the department’s student teaching observation protocol are combined to create a multimodal narrative of professional transformation and journey toward organizational change. Finally, a reflection on lessons learned, including the value of SEL in higher education and the university instructor as warm demander (Hammond, 2015).

Findings
As hypothesized, employing a dual-level PLC approach facilitated our objective of reaching consensus for infusing SEL/CRT throughout our teacher preparation programs as supported by meeting minutes, a crosswalk with our state’s student teaching evaluation protocol, and a completion of a preliminary curriculum matrix. Importantly, the common language of SEL/CRT competencies facilitated building shared beliefs and values, collective and intentional learning, and peer sharing and reflection. 2. As faculty, the core group experienced unexpected changes in our own teaching philosophies and practices. We expected our classroom instruction on SEL/CRT would manifest in our teacher candidates’ teaching and benefit their future students. However, as we reflected together, we recognized that activities for mindfulness, building trusting relationships, and self-management were beneficial for our own classroom communities, relationships with students, ability to foster self-reflection, and teaching of academic content.

Further Research/Scholarly significance
This work both validates the use of PLC for transformational change at the university level and suggests the need to consider embedding social-emotional competencies within university instruction. This presentation appeals to EPP faculty and administrators. This work both validates the use of PLCs for transformational change at the university level and suggests the need to consider embedding social-emotional competencies within university instruction and teacher preparation.

Author

• Rochonda Lynn Nenonene, University of Dayton