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Supporting Social & Emotional Learning


Professional staff serve as models, mentors, and facilitators and continually strengthen relationships to support students' academic and personal competencies. To engage students in work that is authentic and meaningful, professional staff must intentionally support the development of social and emotional competencies that promote learning and success in life. "A caring, responsive classroom community is essential to students' success and well-being" (CASEL, 2018).


Self-reflection Guide


    HRSC Staff are focused on safe physical environments and have consistent and transparent discipline systems in place. The school is open to creating or improving a system for an authentic mentoring system to support students' academic, social, and emotional learning. Learners are introduced to a growth mindset and overall student well-being is acknowledged as an important part of the vision for learners. HRSC Initial systems are in place to identify services to meet needs of students.


    Students' social and emotional needs are addressed in the school vision, mission and learning goals. Systems are in place to build mentor/mentee relationships between staff and learners. Systems are in place to connect services to meet needs of students. Staff are engaged in powerful professional development to guide and improve capacity for working with learners on developing self- management, self-awareness, responsible decision making, relationship skills, and social awareness. Assessment of student growth in social and emotional learning is moving from standardized to more authentic measures.


    Addressing the needs of all students in the development of social and emotional learning permeates the vision, mission and design for learning, and is supported by stakeholders who help design and implement a system of support for learners in this area. Mentor/Mentee relationships between staff and students are an essential building block for personalized learning. Facilitating self-management, self-awareness, responsible decision making, relationship skills and social awareness is evolving in a cycle of inquiry. A culture of innovation supports the continued development of social and emotional learning, and assessment of growth is authentic, often real world, supporting the self-worth of the learner. Systems are in place to personalize services to meet needs of students.

What might I consider?

- How might an emphasis on social emotional learning affect the selection of professional development opportunities?

- In what ways might your school build on the strengths of relationships already established in your system?

- In what ways might social and emotional learning affect your learning outcomes

- How might an emphasis on personal competencies affect your learning communities?

Where might I start?

Where might I start? Engage your team in a self-reflection on the critical attribute: Social and Emotional Skills.

Explore Social and Emotional Skills PROFESSIONAL COMPETENCIES
HRSC The icon depicts the connection between OIE’s Designing for Innovation Framework and The High Reliability Schools (HRS) framework.
Used with permission. From Handbook for High Reliability Schools™: The Next Step in School Reform by Robert J. Marzano, Philip B. Warrick, and Julia A. Simms. Copyright 2014 by Marzano Research, 555 North Morton Street, Bloomington, IN 47404, 800.733.6786,