Principal Sense-Making of Social-Emotional Learning Reforms: A Collectivist Approach

• In Event: Moscone Center North Roundtable Session 4
  In Roundtable Session: Principals' and Teachers' Perceptions of Social and Emotional Learning Practices and Classroom Evaluations

Abstract

Social-emotional learning (SEL), defined broadly as a focus on noncognitive skills, is a quickly growing K-12 school improvement initiative. Scant empirical literature exists on the role of school principals in leading SEL reforms, and how their conceptions and understandings can influence decision-making, a crucial first step to implementation and scalability. This multiple cross-case analysis of three California middle schools interrogates how principals understand, attend to, and allocate resources for SEL initiatives. Through analysis of semi-structured interviews (n=25) with school and district educators, we ask: How do school leaders conceptualize social-emotional learning (SEL)? How does this conceptualization relate to decision-making? Sensemaking, a concept derived from organizational sociology, is used as a theoretical lens to examine leadership of SEL reforms.

Authors

• Kate Kennedy, University of Southern California

• Julie A. Marsh, University of Southern California

• Taylor N. Allbright, California State Polytechnic University - Pomona