Exploring the Leadership Structures of Social and Emotional Learning Implementation Support Teams: An Artifact Analysis

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Social and Emotional Learning Implementation Across Varied School Settings (Table 16)

Abstract

State agencies responded to COVID-19 impacts on students by investing in wellbeing strategies like Social and Emotional Learning (SEL). However, state-level investments must be translated into implementation processes in varied contexts. Written implementation plans create an opportunity to examine local variation in SEL implementation leadership. This paper asks: (Q1) Who provides leadership in county-level SEL implementation support systems?; and (Q2) What is the function of partnerships? Guided by the Integrated Systems Framework, we thematically analyzed County Office of Education (COE) SEL implementation plans deductively and inductively. We discovered that (a) COE leadership is diverse by several dimensions (e.g., employees/consultants, level of practice, divisions) and (b) COEs acquired partners to build both organizational and SEL-specific capacities for successful implementation.

Authors

• Alagia Cirolia, University of California - Berkeley
  Presenting Author

• Sophia Hwang, New York University
  Non-Presenting Author

• Esmeralda M. Michel, University of California - Berkeley
  Non-Presenting Author

• Addison Duane, University of California - Berkeley
  Non-Presenting Author

• Mai Xi Lee, Sacramento Office of Education
  Non-Presenting Author

• Christopher Williams, Sacramento County Office of Education
  Non-Presenting Author

• Brent Malicote, Sacramento County Office of Education
  Non-Presenting Author

• Valerie Shapiro, University of California - Berkeley
  Non-Presenting Author