I have been working with an amazing group of aspiring principals in New Orleans this past week. They are enrolled in a leadership program, the Summer Principals Academy at Columbia University, which incorporates emotional intelligence (EQ) training and a daily guided mindfulness practice. We have been learning how to use our emotions to know ourselves better, establish positive relationships and lead schools wholeheartedly. Witnessing their growth and “aha” moments is one of the most rewarding parts of my job.
In an earlier post, I discussed findings of a research study that followed a group of principals in an urban school district in California for one school year. Although these two groups of principals are quite different, the experiences they had learning and practicing emotional intelligence are quite similar: they both identified EQ as essential to achieving wellbeing and placed a high value on using emotions to connect with others. One of the principals in New Orleans wrote:
“Emotion is a building block of understanding”
Let’s reflect – What would happen at your school, in your classroom and in your heart if you embraced this belief? What difference would it make in the world?
The development of social and emotional competencies is an important component in the preparation of effective and resilient school leaders. Fortunately, there are leadership programs, such as the one at Columbia University, where aspiring principals learn and practice these skills before they are in schools. Unfortunately, this program is the exception, not the norm. What would it take to incorporate these necessary skills in the preparation and development of school principals? If you have some ideas, please get in touch. I’d love to hear from you.
Hope you all enjoy a restful summer.
P.S. I’ll be back in August with new articles to support your SEL work in schools.
When I pick up my daughter from school, I often ask her these questions: What made you laugh? Who did you help? Were you brave today? Her answers give me insights into how her day went, what she enjoyed doing and how she felt at school. She doesn’t always want to talk about how school went, but it is important for me as a parent to initiate that conversation and create the time for us to check-in. Sometimes she will ask back, how was your day Mom? Read more
When you think of the best principal you’ve had in your teaching career, what comes to mind? You might describe someone who is calm, even when faced with high levels of stress, and encouraging of your work. This person might have great relationships with staff and an open door policy, while keeping high expectations for their work. Or maybe this person is able to pause and consider all the facts and emotions involved, before making a decision. These are competencies of someone who has a good dose of emotional intelligence (EQ). Read more
Social Emotional Learning (SEL) is the process through which students, teachers and families learn and practice the skills of emotional intelligence. As a process, implementation of SEL might look differently in different schools with unique needs and students. Although there are certain key ingredients to create an evidence-based, sustainable SEL program, the way in which schools, teachers and students make these ingredients come together will vary. Teachers’ readiness, leadership support, students’ social and emotional needs and existing resources, among other factors, will influence how schools go about making SEL “work” in their communities. This is both a challenge and an opportunity. Read more
Last week, I got a message from an elementary school teacher in New Jersey. Maria integrates Social Emotional Learning in her 2nd grade class and has observed significant changes in her students’ ability to express emotions and solve conflicts independently. In her message, she expressed some frustration because the principal, although supportive of her work, doesn’t want to allocate any resources to implement SEL across classrooms. Read more
Empathy is the ability to be understanding of and sensitive to another person’s feelings and thoughts without having had the same experience. In an earlier post, Pelochino described empathy as the foundation of design thinking. Innovators and designers develop a deep emotional understanding of people’s needs, and they use this knowledge to address complex problems. How can empathy be developed in classrooms and schools? Read more
Melissa Pelochino is the Director of Professional Development at the K12 Lab, Stanford University Design School, known as the d.school. She plays at the intersection of design thinking and K12 education. We talked about design thinking, empathy and the connections between the two. Follow her on Twitter @mpelochino. Read more
The topic of how to introduce change in schools has been discussed and researched extensively. Searching “introducing change in schools” generates 99,400,00 results in .37 seconds! Although the literature gives us some guidance to prepare the terrain and build alliances, the truth is introducing change is a bumpy road. Anytime you want to introduce something new or different, you will encounter some level of resistance to change coming from your students when you modify the classroom routine, your colleagues when you propose new projects… or from your family when you decide that you are NOT hosting Thanksgiving dinner this year! Read more