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BASB SEL Circle Kick-off: Social Awareness Deep Dive

BASB SEL Circle Kick-off: Social Awareness Deep Dive. Monday, October 29, 2018 8:30 AM – 2:00 PM. Social Awareness Deep Dive: Facilitators. Social Awareness Facilitators C. Payal Sharma , Racial Equity Consultant and Trainer Jamaal Williams , School Support Coach, The PEAR Institute

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BASB SEL Circle Kick-off: Social Awareness Deep Dive

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  1. BASB SEL Circle Kick-off:Social Awareness Deep Dive Monday, October 29, 2018 8:30 AM – 2:00 PM

  2. Social Awareness Deep Dive: Facilitators Social Awareness Facilitators C. Payal Sharma, Racial Equity Consultant and Trainer Jamaal Williams, School Support Coach, The PEAR Institute BloodineBarthelus, Ed.D., Senior District Advisor, CASEL (Collaborative for Academic Social & Emotional Learning) BASB SEL Team Shaunda Lewis, Program Director, Social & Emotional Learning Lauren McCabe, Program Associate, Social & Emotional Learning

  3. Introductions • Name and Gender Pronouns • Organization & Role • What brought you here today?

  4. Agenda

  5. What is the Partnerships for Social & Emotional Learning Initiative (PSELI)? If urban schools and their out-of-school time partners work together to improve and align experiences and climate to foster children’s social and emotional learning, will students benefit? How will they benefit?

  6. PSELI Boston: Who are We? OUR SYSTEM PARTNERSHIP

  7. PSELI Boston: SEL Definition The teaching, development, and application of intrapersonal skills to support the development of a positive sense of self, interpersonal skills to support healthy social relationships, and applied skills to support problem solving and decision making. Social and emotional skills are manifested in behaviors and knowledge that students and adults can use any time and in any setting.

  8. PSELI Boston: Our Framework – Portrait of a Social-Emotional Learner INTRA-PERSONAL SKILLS INTER-PERSONAL SKILLS APPLIED SKILLS These skills help young people process information, assess situations and potential outcomes, and connect actions to future goals. These skills help young people recognize and manage their emotions, anticipate the impact of their behaviors on others, and take ownership over their actions. These skills help young people develop healthy, supportive relationships with peers and adults, including those from diverse backgrounds and cultures, and make contributions to their community. When young people thrive, using Self-Awareness and Self-Management skills… When young people achieve, using Decision Making skills… When young people connect, using Social Relationships skills… READY FOR SUCCESS

  9. BASB “SEL Circle” A space for ALL our program partners to… • Engage in learning and best practice sharing around social and emotional skill development • Build their own social and emotional skills as youth workers and educators • Explore the evolving landscape of SEL in Boston • Support each other as practitioners of SEL

  10. Interpersonal Skill: Social Awareness Social awareness and relationships involves empathizing with and taking the perspective of others; understanding social and ethical norms for behavior; and cultivating positive, supportive connections with friends, classmates, and adults. (BASB) The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports. (CASEL)

  11. Social Awareness Deep Dive: Objectives • Learn historical context of how the SEL skill of social awareness has been defined and cultivated in young people • Explore the varying social dynamics and systems in relation to power, privilege, and racial equity present and prevalent in our communities • Explore why and how self-awareness is key to being socially aware • Engage in discussion around how and why social awareness is connected to being true SEL champions for the young people and greater communities we serve

  12. Community Agreements • Engage and participate • Speaking your truth • Respect confidentiality – modified Vegas rule! • Practice getting comfortable with being uncomfortable • Learning Zone • Accept non-closure: we will not answer everything, and that’s ok!

  13. Understanding SEL: Timeline of Social & Emotional Learning

  14. Timeline of SEL Late 1960s James Comer at the Yale School of Medicine conducts a two-year intervention study at 2 predominantly Black elementary schools in New Haven. Leads to the creation of the School Development Program, a program that supports schools in creating learning environments where "children feel comfortable, valued, and secure.” By the early 1980s, those schools exceed the national average academically and see decreases in truancy and behavior problems. Citation: https://www.edutopia.org/social-emotional-learning-history

  15. Timeline of SEL Early 1990s The W. T. Grant Consortium, a group of school-based prevention experts and youth development experts, meet to create a framework for incorporating social and emotional learning in schools. identifying and labeling feelings expressing feelings assessing the intensity of feelings managing feelings delaying gratification controlling impulses reducing stress Citation: https://www.edutopia.org/social-emotional-learning-history

  16. Timeline of SEL 1994 The Collaborative to Advance Social and Emotional Learning (CASEL) is established and holds the first CASEL Conference. Participants were working on various projects: violence prevention, reducing drug use, and promoting school/community connections. Citation: https://www.edutopia.org/social-emotional-learning-history

  17. Timeline of SEL 1995 New York Times reporter, Daniel Goleman, writes “Emotional Intelligence,” promoting the concept that one’s character matters and that skills that build character can be taught. “Emotional Intelligence” popularized the concept of SEL and helped build bridges between youth practitioners doing SEL and researchers studying human emotional development. Citation: https://www.edutopia.org/social-emotional-learning-history

  18. Timeline of SEL 1997 Nine CASEL collaborators create coauthor ”Promoting Social and Emotional Learning: Guidelines for Educators,” establishing and defining the field of SEL. Citation: https://www.edutopia.org/social-emotional-learning-history

  19. Portrait of a Social Emotional Learner INTRA-PERSONAL SKILLS These skills help young people recognize and manage their emotions, anticipate the impact of their behaviors on others, and take ownership over their actions. APPLIED SKILLS INTER-PERSONAL SKILLS These skills help young people process information, assess situations and potential outcomes, and connect actions to future goals. These skills help young people develop healthy, supportive relationships with peers and adults, including those from diverse backgrounds and cultures, and make contributions to their community.

  20. Portrait of a Social Emotional Learner INTRA-PERSONAL SKILLS These skills help young people recognize and manage their emotions, anticipate the impact of their behaviors on others, and take ownership over their actions. INTER-PERSONAL SKILLS APPLIED SKILLS These skills help young people process information, assess situations and potential outcomes, and connect actions to future goals. These skills help young people develop healthy, supportive relationships with peers and adults, including those from diverse backgrounds and cultures, and make contributions to their community.

  21. Portrait of a Social Emotional Learner INTRA-PERSONAL SKILLS These skills help young people recognize and manage their emotions, anticipate the impact of their behaviors on others, and take ownership over their actions. INTER-PERSONAL SKILLS APPLIED SKILLS These skills help young people develop healthy, supportive relationships with peers and adults, including those from diverse backgrounds and cultures, and make contributions to their community. These skills help young people process information, assess situations and potential outcomes, and connect actions to future goals.

  22. Unpacking SEL & Equity: The Integration of SEL & Equity

  23. Recognizing the Multiple Journeys within the Room Find the access point of this conversation which best supports where you are.

  24. Integrating Equity with Self-Awareness Activity Directions: • Complete the provided Social Identity Matrix. • Be sure to complete as you feel comfortable since you’ll be sharing in pairs or triads. • You will put numbers in the 1st 3 boxes and words in the last two for each category that applies to them. • You will have 10 minutes to complete the matrix.

  25. Social Matrix Debrief • In pairs or triads, share: • Was there an aspect of your identity that you do not give much thought to? Or one that you give a lot of thought to? • What do you feel your matrix says about you? • How do you think your identity influences your role as an OST partner?

  26. Large Group Share • What came up for you? • Any “ahas” or “points to ponder”?

  27. Pulling it Together: Four Corners Activity Agree Strongly Agree Disagree Strongly Disagree

  28. BRAIN BREAK! – 10 MIN.

  29. Implemeting SEL & Equity: DCPS Case Study

  30. Case Study: SEL & Equity in DC Public Schools Case Study: SEL & Equity in DC Public Schools

  31. A Capital Commitment focused on SEL & Equity

  32. Why Race? It Matters... DC Public Schools • Historically a school district divided by race • A diverse but segregated city • Current racial achievement gap is widening • Race as a starting point for learning how to reduce all forms of bias

  33. The Compelling Why…

  34. Intentional Integration of SEL and Equity DESIGNED A SOCIAL EMOTIONAL ACADEMIC DEVELOPMENT (SEAD) FRAMEWORK WITH AN EQUITY FOCUS CREATED AN EQUITY FRAMEWORK WITH CLEAR SEL CONNECTIONS

  35. Dedicated a SY to Adult SEL & Equity PL with the following structure… INTRODUCE THE COMPETENCY WITH AUDIENCE PRIOR KNOWLEDGE ESTABLISH A SHARED UNDERSTANDING ENGAGE IN AN ACTIVITY WHICH ALLOWS PARTICIPANTS TO PRACTICE AND DISCUSS DISCUSS AND PROVIDE STRATEGIES TO SUPPORT THE COMPETENCY

  36. SEL/Equity Alignment: Self-Awareness/Implicit Bias Self-Awareness

  37. Johari Window to Accentuate the SEL Competency of Self-Awareness with an Equity Lens • Provided activities to allow educators to develop their own Johari window • Discussed how Implicit Bias lives in the Blind Self that everyone possesses ***Important Note*** Depending on your social circle, some of your biases may remain in your unknown self.

  38. Provided Strategies to Increase Self-Awareness UTILIZE FEEDBACK FROM A VARIETY OF SOURCES OWN YOUR EXPERIENCES SET YOUR FEELINGS ASIDE LOOK FOR OPPORTUNITIES TO ENGAGE IN SELF-DISCOVERY

  39. SEL/Equity Alignment: Self-Management/Mitigating Bias Self-Management

  40. Strategy: Stereotype Replacement The process of substituting biased thoughts or responses for unbiased ones

  41. SEL/Equity Alignment: Social Awareness/Appreciating Diversity

  42. Perspective Taking Who’s Right?

  43. Participants Conducted a Self-Audit Self-Audit • On one of your devices, review your friends/followers/connections on Facebook, Instagram, Twitter or LinkedIn. • How many of your connections share one or more of your social identities? How many do not? • If you are not on social media, you can audit your phone contact list or address book.

  44. Relationship Skills & Asking Powerful Questions

  45. Listening…Vital Element of Relationship Skills & Asking Powerful Questions

  46. Individuating: Asking Powerful Questions INDIVIDUATION ALLOWS ONE TO RECOGNIZE PEOPLE BASED UPON THEIR OWN PERSONAL ATTRIBUTES RATHER THAN STEREOTYPES ABOUT THE GROUPS TO WHICH THEY MAY BELONG. POWERFUL QUESTIONS ARE: OPEN-ENDED SPECIFIC TO THE PERSON OR SITUATION DESIGNED TO PROVIDE CLARITY OR REFLECTION FOR THE SPEAKER

  47. Social Awareness Deep Dive: Unpacking & Defining Racism & Equity

  48. Pair share So… What is racism? What is equity?

  49. Racial Equity Racism Racism is a system of advantage based on race and supported by behaviors, institutions, policies, and practices that benefit dominant groups and disadvantage marginalized groups. Racism is a social expression of power and privilege that reinforces white supremacy. The condition that would be achieved if one's racial identity no longer predicted, in a statistical sense, how one fares. A condition when race no longer determines one’s socioeconomic outcomes; when everyone has what they need to thrive, no matter where they live. *W.K. Kellogg Foundation, Racial Equity Tools, 2018 **Center for Social Inclusion, 2018

  50. * Center for Story-Based Learning, Angus Maguire; and Interaction Institute for Social Change

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