Social and Emotional Learning
Teachers play a significant role in helping create the kind of classroom environment that promotes social-emotional learning (SEL) and positive social-emotional development among students through integration of SEL curricula and building safe and supportive learning environments. As we’ve learned nationally during the COVID-19 pandemic, schools are critical in our communities to supporting children and their families. Teachers need to be prepared to manage daily stressors within contemporary school settings that directly impact their well-being and the social-emotional development of students.
Vision for SEL
TSPC, in partnership with Oregon’s Educator Preparation Programs, envisions a state in which all preservice educators graduate prepared to serve their students, classrooms and school community as authentic, self-aware, caring and engaged life-long learners who collaborate to achieve their goals and contribute to more inclusive, positive, just and equitable systems (modified from CASEL, 2020). These systems will be culturally responsive, trauma-informed and foster the unique identities of the educators and students within them.
- Asset-Framing Mindset
- Rooted in Climate & Culture Development
- Understanding Implicit Bias In Self And Others
- Recognizing Systemic (In)Equities
- Leading With Empathy
- Relationships & Community
- Reciprocal & Mutual
- Transformational Growth
We at TSPC see the implementation of SEL through the lens of two frameworks simultaneously: CASEL for supporting social and emotional competency development of K-12 students and adults, and the Social, Emotional and Cultural Competencies Framework, created by the CRTWC, for enhancing an educator’s own competencies and implementing SEL practices within the classroom.
Standards The standards below are based on the CASEL framework competencies including focal constructs. It should be acknowledged that these standards have a long history of being implemented in a compliance-focused way that did not always consider the complexity and depth of identity that students and educators are bringing into schools and districts. However, we believe that the evidence base behind these standards should not be disregarded and should, instead, be reflected upon with an equity lens, considering the context and structures impacting them. EPPs, in implementing these five standards, should prioritize the skills and abilities identified within each competency that they believe are the most critical for preparing educators to enter the Oregon PreK-12 school system. Each EPP will have their own take on these competencies and that is what makes Oregon educator preparation unique. The critical feature of these standards is how they are implemented in classrooms and schools.
Read More About SEL
Educator Social and Emotional Development
K-12 Social and Emotional Learning