The Department of Elementary and Secondary Education (Department) has provided the following statement regarding cultural competency and SEL on the Social and Emotional Learning (SEL) in Massachusetts website:
The Department strongly recommends sustained professional development and collaborative learning around issues of cultural competency and Social and Emotional Learning. Developing students' social emotional competencies can provide an opportunity to develop a sense of positive self-worth in connection to a student's race, color, sex, gender identity, religion, national origin, and sexual orientation. Educators are encouraged to develop examples and illustrations of these competencies that are congruent with the social and cultural experiences of their students. In addition to contributing to academic success, SEL programs can also support the development of students' sense of autonomy, agency, and social justice.
Educators frequently describe cultural competency as being among the most important aspects of any SEL experience. For this reason, the Department seeks to develop a short guidance document expanding on the statement above and building on the experience and evidence of Massachusetts educators. Please email us to share your ideas or examples of successful practices related to SEL and cultural competency, to inform the Department’s thinking on this topic.
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The revised version of the Department's Guidelines for Implementing SEL Curricula are now available on the SEL website. Feedback from various stakeholders was solicited and considered and informed this updated document that among other changes now includes examples of ways to integrate SEL competencies into academic content (e.g., ELA, math, history and social science, and science and technology/engineering). Further resources related to this document will be forthcoming and posted to the SEL website when available.
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To emphasize the importance of tiered approach to social and emotional learning, the Department has sought out opportunities to highlight SEL in general education classrooms and curriculum. At times, students may need more intensive social and emotional supports beyond what classroom teachers should be asked to deliver alone. However, the importance of tier one SEL as a prevention and an element of student success is well demonstrated by evidence and experience.
To support an integrated approach to SEL, the Department has included SEL Guiding Principles in the Math and ELA/literacy curriculum frameworks. Educators can find links to resource pages to support these in the “Department Guidance” section of the Social and Emotional Learning in Massachusetts website. These resource pages will be updated periodically; educators who wish to suggest resources for consideration on the site may send us an email.
Additionally, social and emotional learning has been included in the Professional Standards for teacher candidates since 2015. Furthermore, through deep partnerships with districts and collaborations with individual educators, the Department identified four areas of focus for a study of the Model Rubric for Educator Evaluation in 2016, one of which was alignment to social and emotional learning. The Department has begun an exploratory pilot process to study a draft revised version of the Model Rubric in 2017-18, with the goal of publishing a revised rubric in 2018. To learn more about the rubric study, the pilot project, and the draft revised rubric itself, visit the Rubric Refinement Project website.
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CASEL shares many resources from states and districts in its Collaborating States Initiative and Collaborating Districts Initiative websites. In addition, Massachusetts educators may be interested the following:
- A Washington State SEL Online Education Module called: Social and Emotional Learning in Washington State Schools: Building Foundations and Strategies The module is free and is “designed for educators, administrators, school staff, others professionals and parents who interact with youth as a means to help them build and improve their understanding of social emotional skills.” The module is designed for a Washington State audience but its content may be of interest to Massachusetts educators.
- A “Social and Personal Competency” YouTube video series from Tennessee. Again, this content is designed for a Tennessee audience but its content may be of interest to Massachusetts educators. The series description reads: “Social and emotional learning strategies are an important component of meeting the needs of every child in classrooms today. These videos were developed by the ARCC for the Tennessee Department of Education, which is helping educators in that state better understand relevant strategies through the identification and description of social and personal competencies.”
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Principal Networking Meetings:
In FY2017, in collaboration with the Massachusetts Elementary School Principal Association (formerly known as MESPA), the Early Learning team co-hosted 6 regional focus groups with elementary principals from across the state. Discussions were focused on practices in the Preschool through Grade 3 (PK-Grade 3) space and specific topics included but were not limited to:SEL, the role of play in learning in the early grades, retention of young children, collaboration with community-based providers and professional/leadership development.
In response, the Department, in collaboration with the Massachusetts School Administrators’ Association (which now incorporates the former MESPA), will host regional network sessions for elementary principals on various early learning topics.
The first meetings were held in early November. The next ones will be scheduled for December or January. Please contact a member of the Early Learning Team for more information.
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Early Learning Networking Meetings:
The Department's Early Learning Team and the Department of Early Education and Care’s (EEC) Family and Community Engagement Team will be hosting three regional networking opportunities in early December 2017. Community teams, including community and public school district representatives are invited to attend. Participants will have the opportunity to hear and share best practices, and will have work time for planning and discussion with their team on the topics of trauma informed practice and positive behavioral supports/alternative discipline. Both topics will cover aspects of social and emotional learning and equity.
Coordinated Family and Community Engagement (CFCE) coordinators should register everyone on the team. Please contact your CFCE coordinator or a member of the Early Learning Team with questions. |
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Contact:
Massachusetts Department of Elementary and Secondary Education
Office of Student and Family Support
781-338-3010
achievement@doe.mass.edu
SFS website: www.doe.mass.edu/sfs
SEL website: www.doe.mass.edu/candi/sel/
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