Schoolwide Collaboration for Transformative Social Emotional Learning

by Kristy Hill, Abbie Harriman, Amy Grosso

Overview

Schools and libraries can make a difference by teaching kids how to identify and cope with emotions, how to communicate with confidence and empathy, and how to persevere even when things are difficult.

The authors of this helpful text define transformative social-emotional learning and its impact on students and schools. They present current brain research to support social-emotional programming in a whole school program with collaborative lesson ideas adaptable to all age levels for the use of counselors, librarians, administrators, classroom teachers, and all special area teachers. All lessons provide lists of extended student and faculty readings.

Illustrating and highlighting how social-emotional programming helps foster and transform the culture of a school to one of belonging and acceptance, the authors also provide necessary application lessons for all educators in all areas of a school, including ideas for such common areas as playgrounds, cafeterias, classrooms, and libraries, and even ideas for implementation by school administrators.

Research cited predicts desired outcomes, including a culture of belonging, increased student engagement and achievement, and a more compassionate school staff. Ideas and activities provided for professional development for educators benefit students and staff alike.

Product Details

ISBN-13:	9781440876592
Publisher:	Bloomsbury Academic
Publication date:	08/05/2021
Pages:	256
Sales rank:	1,099,406
Product dimensions:	7.05(w) x 10.00(h) x 0.65(d)

About the Author

Kristy Hill is a social emotional learning coach in Fort Worth, TX.

Abbie Harriman is the Coordinator for Social Emotional Learning for Keller ISD.

Dr. Amy Grosso is the Director of Behavioral Health Services at Round Rock ISD.

Table of Contents

Introduction
PART I PEDAGOGY AND RESEARCH
Chapter 1 What Is Transformative Social Emotional Learning?
Chapter 2 Pedagogy
Chapter 3 Equity
Chapter 4 Benefits of TSEL Programming in Schools
Chapter 5 Transforming Curriculum by Integrating the Arts and Rethinking Social Studies
Chapter 6 Adult Transformative Social Emotional Learning
PART II ROLES AND RESPONSIBILITIES
Chapter 7 Administration
Chapter 8 School Counselor
Chapter 9 Librarian
Chapter 10 Classroom Teachers
Chapter 11 Special Education and Learning Support Teachers
Chapter 12 School Support Staff
Chapter 13 Family and Community Involvement
PART III OUTCOMES
Chapter 14 Creating a Culture of Belonging
Chapter 15 TSEL and Student Achievement
Chapter 16 Preserving Passionate Educators
Chapter 17 Community and Family
PART IV APPLICATION
Chapter 18 Mindfulness and Self-Awareness
Chapter 19 Emotional Regulation
Chapter 20 Social Responsibility
Chapter 21 Building and Managing Relationships
Chapter 22 Decision-Making and Citizenship
Index

What People are Saying About This

Joyce Armstrong Carroll

If there ever was a timely publication of a book, it is Schoolwide Collaboration for Transformative Social Emotional Learning by Kristy Hill, Abbie Harriman, and Amy Grosso. In these days of trauma and upheaval in our schools, a pandemic, and climate and gun issues, these authors present not only the history of theories on such topics as holistic wellness and human development but also the research and pedagogy to transform the climate of a school using specific applications—strategies and activities from early childhood through young adulthood and adulthood. Each author brings great experience to the table. Collectively, we find expertise as a school counselor, SEL coordinator, SEL Coach, a doctorate in mental health, and a librarian. Thus, their word takes on the patina of leveled practical and professional knowledge. What I found especially exciting is the audience for this book. Wide in its scope, it addresses teachers and librarians, but also administrators, specialists. Then it radiates out to the too-often ignored school support staff. Finally, because this book calls for creating a culture of belonging, it extends to the family and the community. In a phrase: There is something for everyone.

Violet H. Harada

The authors bring a vital “whole community” approach to creating an inclusive learning environment that engages both hearts and minds. Intended for all adults working with students, the book combines both an extensive overview of TSEL as well as a range of strategies and activities for practitioners to use in their work with K-12 learners.

Barbara K. Stripling

The authors' approach to Transformative Social and Emotional Learning (TSEL) is especially valuable because they frame it by the issues that are priorities for today’s educators: a whole-child approach to teaching and learning, a focus on equity and cultural responsiveness, and empowerment of students to manage their own attitudes and behavior. Schoolwide Collaboration for Transformative Social Emotional Learning provides a blueprint for immediate, school-wide implementation of TSEL by including implementation strategies for all members of the school community (e.g., administrators, teachers, librarians, support staff, and families) as well as specific instructional strategies, lessons, and resources for 36 high-priority SEL competencies.