An Online Global COP: An Avenue for Transformative Social-Emotional Learning?

• In Event: Teachers Collaborating for Social-Emotional Learning Toward Equity: The Possibilities of Professional Learning Communities

Abstract

Objective:
Contemporary social emotional learning (SEL) opponents argue that traditional SEL practices perpetuate systems of oppression (DeMartino et al., 2022, p. 156). In response, there is a call for new, transformative forms of SEL that foster diverse relationships between students and educators, aiming to create more just schools and society. Research shows that collaborative practices among teachers lead to the implementation of SEL-supportive instructional practices in classrooms (Leonard & Woodland, 2022, p.19). This study explores how an online global Community of Practice (COP) impacts teachers' beliefs and competence in delivering an equitable SEL curriculum that encourages dialogue and reflection.

Theoretical Framework:
Transformative SEL (TASEL) emphasizes aspects such as students' identities, subjective experiences, self-understanding, love, school engagement, feelings of belonging, agency, and collaborative problem-solving abilities (Farrington, 2020; Jagers et al., 2021). However, the question of how to best help teachers facilitate an environment for TASEL to thrive remains unanswered. Existing studies indicate that teachers require more training to become competent, confident SEL teachers (Schonert-Reichl & Hanson-Peterson, 2017). Gimbert and colleagues (2023) recommend several measures, including self-reflection, supportive relationships, self-management, awareness of social and structural issues, advocacy skills, safe environments for students, and ethical decision-making abilities. Leonard and Woodland (2022) argue that standard teacher SEL PD sessions may not lead to TASEL culture and propose the use of professional learning communities (PLCs) to address teachers' "problems of practice" and explore beliefs.

Methods & Data:
The study utilizes data from Year 1 of a three-year mixed-methods longitudinal investigation of how an online COP influences teachers' implementation of The Good Project's 16 lesson plans. Teachers participated in monthly, hour-long online COP meetings throughout the 2022-2023 school year. They also shared ideas and resources and engaged in small groups led by "Champions." Quantitative survey data were collected from 94 teachers, including lesson-specific feedback (n=547). Additionally, quantitative surveys and student work were collected from approximately 1000 students.

Results:
Preliminary results suggest that an online global COP positively impacts teachers' adoption of TASEL practices. Teachers reported via survey that the COP helped them build their critical reflection skills, helped them recognize the importance of teaching ethics and values, and lead them to experiment more with teaching practices. Qualitative evidence further indicates that the COP facilitated idea sharing, mutual support, and critical self-reflection.

Moreover, the study found that the transformed attitudes of teachers influenced their classroom cultures towards more TASEL-supportive contexts. Qualitative analysis of teacher feedback revealed increased student engagement, respect for diverse perspectives, openness in sharing personal experiences, and the development of ethical decision-making habits.

Significance:
This study highlights the potential of creating online, global teacher COPs to implement a dialogic, reflective SEL curriculum. The findings demonstrate that such communities can positively impact teachers' attitudes towards equitable, transformative practices and, in turn, influence TASEL practices in the classroom. The research aims to inspire further investigations into global teacher communities as a means to promote transformative SEL practices.

Authors

• Shelby Clark, Harvard University

• Lynn Barendsen, Harvard University

• Daniel Mucinskas, Harvard University

• Kirsten McHugh, Harvard University