This handbook is designed for superintendents and other district leaders who are responsible for implementing social-emotional learning in their districts.
This handbook is designed for superintendents and other district leaders who are responsible for implementing social-emotional learning in their districts.
Daniel A. Domenech has served as executive director of the American Association of School Administrators since July 2008. Domenech has more than 36 years of experience in public education, twenty-seven of those years served as a school superintendent. Morton Sherman has more than 30 years' administrative experience in raising academic standards, closing achievement gaps, and uniting stakeholders He has served in public education for over 40 years, 25 as a public school superintendent of schools. Now serving as the AASA Associate Executive Director for Leadership Network. John L. Brown is currently writer-in-residence for AASA, The School Superintendents Association. In that role, Dr. Brown has been responsible for a variety of AASA publications, including The Superintendent's SEL Toolkit (in partnership with CASEL), six professional development modules on leading social and emotional learning, and a range of case studies. He was also the author of Leading Personalized Learning, a comprehensive professional development on-line course published by AASA and EduPlanet.
Inhaltsangabe
Introduction: The Purpose, Design, and Uses of the AASA SEL Superintendents Handbook Preface: The Critical Relationship Between Equity and Social and Emotional Learning: Leadership in Unprecedented Times Section One: "Framing the Message"-The Importance of Social and Emotional Learning in 21st Century Schools Section Two: Leading Social Emotional Learning-How Can Superintendents Support Students and Staff in Developing and Sustaining SEL Competencies? Section Three: Leading Social and Emotional Learning in the Virtual World Section Four: SEL Leadership During Times of Crisis and Upheaval Section Five: Establishing Your SEL Mission, Vision, and Core Values Section Six: Reinforcing Ethics and Professional Norms That Promote SEL Section Seven: Understanding the Role of SEL in Promoting Equity and Cultural Responsiveness in Schools and Districts Section Eight: Integrating SEL into Curriculum, Instruction, and Assessment Section Nine: Promoting a Community of Caring and Support for Students Through SEL Implementation Section Ten: Building SEL Professional Capacity of School Personnel Section Eleven: Promoting Meaningful Engagement of Families and Communities in Support of SE Section Twelve: SEL as a Catalyst for Continuous Improvement and District Transformation Epilogue: Our Hopes for Your Future Success Suggested Resources
Introduction: The Purpose, Design, and Uses of the AASA SEL Superintendents Handbook Preface: The Critical Relationship Between Equity and Social and Emotional Learning: Leadership in Unprecedented Times Section One: "Framing the Message"-The Importance of Social and Emotional Learning in 21st Century Schools Section Two: Leading Social Emotional Learning-How Can Superintendents Support Students and Staff in Developing and Sustaining SEL Competencies? Section Three: Leading Social and Emotional Learning in the Virtual World Section Four: SEL Leadership During Times of Crisis and Upheaval Section Five: Establishing Your SEL Mission, Vision, and Core Values Section Six: Reinforcing Ethics and Professional Norms That Promote SEL Section Seven: Understanding the Role of SEL in Promoting Equity and Cultural Responsiveness in Schools and Districts Section Eight: Integrating SEL into Curriculum, Instruction, and Assessment Section Nine: Promoting a Community of Caring and Support for Students Through SEL Implementation Section Ten: Building SEL Professional Capacity of School Personnel Section Eleven: Promoting Meaningful Engagement of Families and Communities in Support of SE Section Twelve: SEL as a Catalyst for Continuous Improvement and District Transformation Epilogue: Our Hopes for Your Future Success Suggested Resources
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