Humanizing Practices to Cultivate Justice, Genius, Care, and Joy in a Teacher Residency Program

• In Event: Answerability, Urgency, and Joy: Revitalizing and Reinvigorating Teacher Education Through Residency

Abstract

Objectives: The objective of this research is to explore professional learning that provides educators with training and resources to effectively support and integrate evidence-based instructional strategies with culturally responsive social-emotional learning (CRSEL) in urban P12 learning environments. Referred to as integrated SEL (iSEL), the study aims to enhance educators' critical perspectives, skills, and knowledge in promoting equitable and inclusive learning experiences for students.
Conceptual Framework: The theoretical frameworks guiding this study are Invitational Education (IE) and Cultural Care (Allen & FitzGerald, 2017; Novak & Purkey, 2001). IE serves as the foundation for creating a positive and inclusive learning environment, while cultural care emphasizes the significance of race and culture in supporting student success (Noddings, 2015; Toshalis, 2012). By integrating these frameworks, the study aims to develop a comprehensive model that combines the strengths-based approach of IE with the cultural responsiveness of cultural care to develop and facilitate iSEL modules that cultivate justice, genius, care, and joy in teaching and learning (Muhammad et al., 2023).
Methods & Data: The study utilizes design thinking (Liedtka, 2017) as a strategy for developing iSEL professional learning modules. The research design involves the development and implementation of five learning modules for educators, guided by state SEL benchmarks and transformative SEL (tSEL) competencies alongside program core values (see figure 1). The data sources for this study include pre-/post-course vignette responses, individual interviews, and focus group interviews, and qualitative survey data to provide insights into participants' perceptions, experiences, and the impact of the iSEL professional learning course on their teaching practices. Data was analyzed using a grounded approach (Charmaz, 2009) and a recursive open coding structure (Saldaña, 2016) to better understand teacher efficacy and preparedness to enact iSEL within their classrooms.
Results: Results demonstrate that the iSEL modules show promise in addressing the competitive priorities Supporting Effective Educator Development (SEED). The SEED grant program aims to support the professional development of educators and improve student outcomes. Early module feedback, obtained through vignettes and learning surveys, indicates that the modules effectively supported educators in understanding and implementing SEL practices. Participants from the early modules expressed a shift in perspective from perceiving SEL as isolated “occasional classroom circles” to recognizing its potential for daily integration in various classroom interactions, inclusive of joy and individual strengths. Participants also highlighted their growing awareness of the interconnectedness of social and emotional aspects within SEL and their commitment to reflective identity work, acknowledging that this transformation in understanding occurred during the course module. Furthermore, educators reported that the modules enhanced their ability to integrate evidence-based instructional strategies with SEL practices.
Significance: This research study holds scientific and scholarly significance by addressing the need for effective integration of evidence-based instructional strategies and culturally responsive SEL in urban PK-12 learning environments. The findings have implications for professional development initiatives and practices that promote equitable and inclusive education and further explore the potential of TRPs and iSEL.

Authors

• Halley A. Maza, University at Buffalo - SUNY

• Kristin Cipollone, University at Buffalo - SUNY

• Ashley Wiese, University at Buffalo - SUNY