Cultivating Culturally Responsive-Sustaining Approaches To Social And Emotional Learning For Students With Or At-Risk For Emotional And Behavioral Dis/Abilities, Sharde Theodore, Lindsay Romano, Fanica Young, Danica Moise, Tahnee Wilder

Excelsior: Leadership in Teaching and Learning

School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD). Similarly, many evidence-based practices for behavior do not consider internalizing behaviors (e.g., anxiety, toxic stress), exemplifying a critical need for equitable practices aimed at supporting the prosocial and emotional needs of RELD students with or at risk for EBD. Given the multifaceted social, emotional, and behavioral needs of RELD students with or at …

Resilient, Mindful, And Satisfied Educational Professionals, Stephen J. Caldas, Gina M. Pin

Excelsior: Leadership in Teaching and Learning

This study conducted confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) using both the Connor-Davidson Resilience Scale (CD-RISC 25) and the Mindfulness Attention Awareness Scale (MAAS) to create a validated, synergistic, higher-order factor we call Invicti Anima based on the responses 630 teachers and building-based educational leaders in three northeastern USA states. Controlling for important contextual variables including educator sense of agency, our structural equation path model mapped the relationships between educator role, level of Invicti Anima, and Job Satisfaction, as measured by the Job Satisfaction Index (JSI). The educators in our study who were strong in Invicti Anima …

Implementing Social And Emotional Learning Standards By Intertwining The Habits Of Mind With The Casel Competencies, Kimberly Alexander, Paul Vermette

Excelsior: Leadership in Teaching and Learning

The New York State Education Department (NYSED) adopted a set of three standards for social and emotional learning (SEL) in August 2018. In doing so, they have paved the way for explicit instruction in and assessment of 21^st-century skills. The three-goal framework selected by NYSED (2018) is modeled after the five competencies of the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2018). The authors are overjoyed by this movement to promote dual objective learning (Vermette & Kline, 2017) targeting affective and cognitive goals, but are hesitant to use the CASEL (2018) framework for such SEL standards. Prior …