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Posts from the ‘School improvement’ Category

Developing Principals’ Emotional Intelligence

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).

The development of leaders’ EQ is widely accepted as essential to effective leadership in business, thanks in part to the work of authors like Daniel Goleman and Richard Boyatzis and organizations like Six Seconds. Unfortunately, to educators, the concept of EQ within school leadership is still new. Due to this gap in the literature, a group of Six Seconds colleagues and I conducted a study to explore how principals engage EQ to support their leadership practices, and identify the factors that enable o hinder principals’ use of their EQ skills. On May 1st, 2017 I presented this research at the 2017 Annual Conference of the American Education Research Association (AERA), along with researchers from the University of Illinois at Chicago and Pennsylvania State University.

The study followed a group of principals in an urban school district in California for one school year. The research included assessments of emotional intelligence (the SEI) and a leadership self-report (the Leadership Vital Signs), along with 4 interventions and 4 focus groups. If you are interested in learning more about this study, please get in touch to get a copy of the paper or learn more about professional development opportunities for leaders in your district.

Key Findings in Principals’ Use of EQ

1. What role do emotions play in principals’ understanding of their leadership skills?

 At the beginning of the study, 75% of principals were focused on rational data while 25% were focused on emotional information. Through the interventions and focus groups, principals started harnessing emotions as a strategic resource. Principals expressed recognizing the power of emotions to solve problems and create opportunities. They started a process of opening up, by listening and connecting, accepting vulnerability and empowering others around them.

“It’s helping me with knowing my own emotions, which makes me more effective in working with other people at the site – parents, teachers and children.”

2. How do principals use emotional intelligence to support their leadership at school?

Principals in this study had a practical drive, with problem solving and commitment being their top talents. These leaders found EQ helpful in envisioning their schools. They were able to connect with their own purpose through self-reflection and communicate a vision with shared language. Through this study, principals started using EQ data to gain concrete tools. They expressed being able to use empathy to get others on board and identified an increased sense of confidence for shared ownership with their staff.

“[EQ means] allowing myself not always to be the answer.”

3. What factors at the school level enable or hinder the use of emotional intelligence by principals?

 Intrinsic Motivation and Having a Noble Goal (two key competencies in the Six Seconds EQ model) were these school leaders’ top self-identified skills, while Emotional Literacy and Empathy were the lowest. Principals expressed being challenged by the practical demands of the job and the experience of challenging emotions. They identified EQ as essential to enable coping and achieving wellbeing, and placed a high value on relationships to enact meaning for themselves and others.

“Leveraging strengths in motivation and optimism to increase empathy and improve consequential thinking.”

These findings illustrate how EQ skill acquisition is an important component in the development of effective school leaders. The study suggests the need to embed EQ in pre-service and professional development for school leaders. In addition, increased opportunities at the district level should be provided so principals can learn and practice these competencies to become more aware, more intentional and more purposeful.

Get in touch if you’d like to get a copy of the paper or learn more about professional development opportunities for leaders in your district.

The Secret Sauce for SEL

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.

The Challenge: You could follow a scope and sequence from another school in your district, use the same SEL curriculum and attend the same training, and the outcomes for students could vary significantly. As we have discussed in prior posts, SEL is more than teaching a curriculum. It is a paradigm shift that requires schools to place social and emotional competencies at the core of what they do and how they do it, with the purpose of supporting students’ success in academics, but also in living healthy, happy and more fulfilling lives. Designing and implementing an SEL program is like building a puzzle, one piece at a time. If it fits, keep going! If it doesn’t, find another piece.

The Opportunity: One of the most creative times in my teaching career was when my school decided to move from a pull out model (where students always went outside of their regular classroom to work on their individual goals) to a push in model (where students received support from the teacher in their regular classrooms) to serve students with special needs. This paradigm shift required teachers and specialists to come together and figure out best ways to serve individual students’ needs. It also meant that general and special education teachers could learn from each other and share best practices. This kind of collaboration and shared responsibility, along with a push for creativity, is also needed when implementing SEL. The opportunity is in figuring out how to best teach SEL and offer opportunities to practice these skills given the unique needs of your school, your colleagues and your students. It requires all stakeholders in the community to come together and create a vision for great learning.

The good news is that you don’t have to do this alone. There are several organizations that support and provide guidelines to help schools and districts design and implement great SEL programs. For example, the Collaborative for Academic, Social and Emotional Learning (CASEL) was formed in 1994 with the goal of helping to make high-quality, evidence-based SEL programs and practices an integral part of schools. They recently released (March 2017) a report sharing what has been learned after 6 years of supporting systemic SEL implementation in large urban districts in the United States. With 10 districts and 900,000 students a year, this is one of the most comprehensive school district improvement initiatives ever taken. Here’s a summary of their main findings. You can access the full report here.

  1. Systemic SEL is possible even when leadership changes and relatively small budgets. This was possible with a broad stakeholder commitment to SEL and many people committed to deepen their expertise on the topic. Districts effectively integrated SEL across district departments, embedding SEL as a pillar in their strategic plans.
  2. SEL ideally is integrated into every aspect of the district’s work, from the strategic plan and budgets to human resources and operations. This is a big one. If you are having a hard time convincing your school about the importance of SEL, you might be wondering how you even approach the district. Don’t get discouraged! Sometimes it is a matter of finding who will be more responsive to your pitch: Special Education department, Student Services, Instructional Coaches. Find people at the district office that might be open to hear what you are doing. This might be an opportunity for you to learn how they think about SEL. You might be surprised!
  3. SEL ideally is integrated into every aspect of the school, from classroom instruction to school climate and culture to community-family partnerships. This is an essential piece of SEL implementation. We know that students need opportunities to learn and also practice these skills in order to internalize them. At the same time, teachers can become more effective when they teach with an SEL lens, considering the social and emotional skills students have (or don’t have) AND the skills that are needed to master academic content. If you are in the classroom, teach these competencies explicitly and infuse them in your teaching. Use your classroom as a model for others to learn and get them inspired to do the same!
  4. Successful implementation can follow multiple pathways, based on each district’s unique need and strengths. Regardless of the approach, the engagement and commitment of both school and district leadership is essential. It is important to get your principal on board (a few tips here) and to find other allies that can help you push this process forward. Think about who has influence at your school. Lead teachers, district coaches, maybe the school psychologist? Build alliances with those than can support you!
  5. Adult SEL matters, too. This is something I have discussed in the past. Teachers model, consciously or not, social and emotional skills for their students. Therefore, teachers need time and space to reflect, develop and practice their own social and emotional skills. If you need a refresher, read this article published in Edutopia.
  6. Data for continuous improvement are essential. From students’ assessments of social and emotional skills to school climate surveys, there are several tools currently available and many are free. Do you remember the study with middle school students? It was done using the Educational Vital Signs, the school climate assessment from Six Seconds. If you are interested in learning more about assessment, please get in touch.
  7. Districts benefit from collaborating with each other. This is a no-brainer! One of the common questions that I receive when working with schools is “how do other schools do it?”. There is great value in sharing and learning from other teachers and schools that are trying to do the same. Don’t be shy! If you know schools working on SEL in your area: reach out, ask to visit, make new friends!

Implementation of SEL programs and practices is a multi-year process that requires several key ingredients and the commitment of all stakeholders. CASEL has shared 7 insights from working with 10 of the largest urban districts in the United States. No matter your role (teacher, parent, administrator or student), there is something that you can do within each one of these lessons to move SEL forward in your school community. Keep pushing! And get in touch if you need support or encouragement. I’d love to hear from you.

Getting Your Principal to Support SEL

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

3 Skills To Discuss Racism with Emotional Intelligence

You do not look how I expected you to look. Are you Asian?”. He turns to my husband and asks “Don’t you think you should have told us your wife was Asian?”.

A former colleague recently posted these sentences on Facebook in response to the article “Go Back to China” recently published in the New York Times. Reporter Michael Luo was told to go back to China when walking with his family and friends on the Upper East Side of Manhattan on a Sunday morning. My colleague was among many others who replied to Luo’s article describing their own experience of racism and discrimination. Read more

Do You Want to Fight Bullying? Focus on Kindness

Our bullying assemblies are simply lecturing us to not be the bully, when we should be informed about WHAT WE SHOULD DO when we get bullied. Many of us aren’t bullies, but we are victims.”  Middle School Student Read more

Empathy is a Design Mindset – part 2

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

Empathy is a Design Mindset – part 1

Melissa Pelochino is the Director of Professional Development at the K12 Lab, Stanford University Design School, known as the 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

“I don’t want to change!” Understanding resistance

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 Hilly Roadbumpy 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

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