This first webinar in a new series sponsored by the Center on Great Teachers and Leaders (GTL Center), the National Board for Professional Teaching Standards, and the National Education Association explores how educators can better prepare themselves to face challenges by using trauma-informed self-care and resilience-building strategies.
This second webinar in a new series sponsored by the Center on Great Teachers and Leaders, the National Board for Professional Teaching Standards, and the National Education Association offers educators concrete strategies for supporting their students’ well-being during distance learning during COVID-19 by using trauma-informed self-care and resilience-building strategies.
Beyond the Bell®: A Toolkit for Creating Effective Afterschool and Expanded Learning Programs contains practical resources, tips, and tools and substantive information about all aspects of program design, management, partnerships, delivery, evaluation, and improvement, along with 96 ready-to-use tools.
This Research-to-Practice Brief is the first of its kind to 1) identify the instructional practices that promote student social-emotional learning, which in turn are critical for student academic learning. 2) showcase how three popular teacher evaluation frameworks embed practices that influence not only student academic learning but also student social and emotional competencies.
This report describes how chronic absence and conditions for learning are interconnected issues that can have an impact on a child's educational success. The report identifies specific conditions for learning within MTSS that can improve school experiences for students and staff and help reduce absenteeism and improve academic outcomes.
This brief describes how school climate and SEL can and should be integrated in future research and practice for healthy schools, allowing the two previously separate concepts to work hand-in-hand.
This resource provides an overview of evidence-based strategies that schools and districts may use to promote equitable family engagement practices.
This toolkit can support instructional staff in implementing SEL practices through planning, observations, feedback, and action planning. This toolkit is only for formative purposes—not for evaluating or rating teachers. It is designed for instructional coaches, administrators, and district leaders.
This webinar showcases how practitioners can implement equitable practices to support students’ social and emotional development. Presenters discuss research on social and emotional learning (SEL) and equity, and the connections between the two. Presenters also share SEL strategies that districts and schools can use to promote equity.
In this tool, teachers can self-assess on 10 teaching practices that support social and emotional learning for students. This can help teachers reflect and assess how well their own teaching practices support SEL for students within MTSS.
Improving teaching conditions is essential for states and districts to address equitable access to effective teaching within MTSS. This module provides five hours of material, including hands-on activities, which can be adapted and customized to your state or district context and needs.
This document reports on a three-year collaboration among the American Institutes for Research (AIR), Education Northwest, and the Council of Chief State School Officers (CCSSO) English Language Learner State Collaborative on Assessment and Student Standards (ELL SCASS). It provides considerations for evaluating teachers of English learners.
In this video, Mary Little, Professor and Program Coordinator of the Department of Child, Family, and Community Services at the University of Central Florida discusses why data and data-based decision making is such a critical part of instruction and intervention.
Few evidence-based resources exist for supporting elementary and secondary students who require intensive intervention—typically Tier 3 within a multi-tiered system of supports (MTSS).
The purpose of this document is to provide content-specific examples of how to structure educator-level and/or systems-level coaching as a mechanism to ensure ongoing professional learning to support tiered intervention.