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Author:   Jennifer E Rogers
Publisher:   SAGE Publications Inc
Imprint:   Corwin Press Inc
Weight:   0.650kg
ISBN:  

9781544352985

ISBN 10:   1544352980
Pages:   232
Publication Date:   01 July 2019
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
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Table of Contents

Preface Acknowledgments About the Author Introduction: Using Social-Emotional Learning to Make Your School More Positive and Productive What Does Social-Emotional Learning Have to Do With Systems Change? Fair Warning: The Challenge Of Systems Change Chapter 1: Why Now? Mental Health Of Our Students Adverse Childhood Experiences The Changing Dynamics Of Our Classrooms Burnout And Stress Of Teachers Prevention Outcomes The Who Is You The First Step—Self-Care: Putting Yourself on the To-Do List Practitioner’s Voice Reflection Questions Resources Chapter 2: Whole-School Social-Emotional Learning—Research on SEL What Is Social-Emotional Learning? SEL Core Competencies Powerful Evidence Supporting The Impact Of Enhancing Students’ Social-Emotional Skills Multitiered Systems Of Support And Sel: Universal Support For All Students SEL and School Culture Practitioner’s Voice Resources Reflection Questions Chapter 3: Strategy #1: Identify Your Why Inspiration Leads to Action Beliefs as Barriers to Action The Mascot, the Carrot, and the Competition Why Is the Driver for Who, What, When, and Where Practitioner’s Voice Chapter 4: Strategy #2: Adopt A Framework Framework, Model, and Intervention, Oh My! Read the Directions Before Application: Choosing a Framework The Importance of Process When Choosing a Framework Chapter 5: Strategy #3: Do Your Detective Work—Data Collection and Data Analysis Ask Questions Using Data Thoughtfully Large Data Sets: Needs Assessment, Universal Screeners, Skill Assessments, and Surveys In the Moment: Data Collection How Do We Gather Data About Our School and Community? Developing Your Own Accountability Tool Practitioner’s Voice Resources Reflection Questions Chapter 6: Strategy #4: Work With Others to Develop a Vision to Guide Change Vision Statement Vision for Leadership Your School Leaders—Are They on Board? Vision Standards Practitioner’s Voice Resources Reflection Questions Chapter 7: Strategy #5: Understand the Politics of Your Workplace Understanding the Politics of Your Workplace (Yes, Even In Kindergarten) Social Network Theory History of Interventions Importance of Who Is on the Team The “What” of School SEL Teams Making Working Together Work More Issues Things to Consider When Hiring an Expert Practitioner’s Voice Resources Reflection Questions Chapter 8: Strategy #6: Develop an Action Plan for Implementation Making Stuff Happen—It’s All About a Plan You Say You Want an Interventions Action Planning Practicing SEL What Is Loose and What Is Tight? What Do We Want? Change! When Do We Want It? Should’ve Happened Yesterday! Practitioner’s Voice Resources Reflection Questions Chapter 9: Strategy #7: Invest in Your Infrastructure What Is Infrastructure And Why Do We Need It? Fidelity of Implementation Building Capacity Empowering Student Voice Parent/Family Involvement Building Community Understanding Infrastructure Issues: The Leadership Merry-Go-Round Practitioner’s Voice Resources Reflection Questions Chapter 10: Strategy #8: Plan for Resistance to Change Resistance to Change Challenge Scenarios Practitioner’s Voice Resources Reflection Questions Chapter 11: Strategy #9: Assess Your Outcomes Gold Standard for Change: The “Fire Drill Effect” Big Question: Did Anything Change for the Better? SEL Intervention Outcomes Measuring Your SEL Implementation Be Sensitive to Outcome Overload Overall Goal of Assessing Outcomes: Improving Systemic Integration and Sustainability Practitioner’s Voice Resources Reflection Questions Chapter 12: Strategy #10: Fill in the Gaps of Your Foundation Filling in Gaps Revisiting the Past: How Is Your Framework Meeting Your Needs? Celebration Time! Okay, Now Back to Work Revise and Resubmit: The Evolution of Your Intervention Practitioner’s Voice Resources Reflection Questions Chapter 13: Conclusion A Final Message for You: The Agent of Change Appendix 1: SEL and System Change Strategies Rubric Appendix 2: Professional Development Exit Ticket Appendix 3: Figures and Graphics References Index Resources Reflection Questions Practitioner’s Voice Resources Reflection Questions

Reviews

Leading for Change Through Whole-School Social-Emotional Learning provides personally relevant insights for change agents in need of support to transform culture for the whole individual and in turn for the entire school. --Debbie Arakaki, Curriculum Coordinator and Coach, Kalihi Uka Elementary School (10/16/2018) As a front-line educator, seriously considering making a personal and professional commitment to serve as a change agent might be a scary proposition. This book serves as an encouraging guide to the brave ones who step up to do what it seems we all, by now, are aware we will eventually need to do. -- (10/16/2018) School leaders are rarely provided with resources and support to implement large scale changes. Leading for Change Through Whole-School Social-Emotional Learning is written in a handbook format and provides educators with implementation strategies and evaluation tools to address school climate. --Carol Campbell, High School Principal, Grant High School (10/16/2018) Social-emotional learning is the new it topic, yet little is available on how to truly implement it in a practical way. This book is ideal for administrators trying to shift school culture as well as lead teachers. --Georgina Castilleja, Middle School Principal, Houston Independent School District (10/16/2018)

Leading for Change Through Whole-School Social-Emotional Learning provides personally relevant insights for change agents in need of support to transform culture for the whole individual and in turn for the entire school. --Debbie Arakaki, Curriculum Coordinator and Coach, Kalihi Uka Elementary School (10/16/2018) Social-emotional learning is the new it topic, yet little is available on how to truly implement it in a practical way. This book is ideal for administrators trying to shift school culture as well as lead teachers. --Georgina Castilleja, Middle School Principal, Houston Independent School District (10/16/2018) School leaders are rarely provided with resources and support to implement large scale changes. Leading for Change Through Whole-School Social-Emotional Learning is written in a handbook format and provides educators with implementation strategies and evaluation tools to address school climate. --Carol Campbell, High School Principal, Grant High School (10/16/2018) As a front-line educator, seriously considering making a personal and professional commitment to serve as a change agent might be a scary proposition. This book serves as an encouraging guide to the brave ones who step up to do what it seems we all, by now, are aware we will eventually need to do. -- (10/16/2018)

Leading for Change Through Whole-School Social-Emotional Learning provides personally relevant insights for change agents in need of support to transform culture for the whole individual and in turn for the entire school. --Debbie Arakaki, Curriculum Coordinator and Coach, Kalihi Uka Elementary School (10/16/2018) As a front-line educator, seriously considering making a personal and professional commitment to serve as a change agent might be a scary proposition. This book serves as an encouraging guide to the brave ones who step up to do what it seems we all, by now, are aware we will eventually need to do. -- (10/16/2018) Social-emotional learning is the new it topic, yet little is available on how to truly implement it in a practical way. This book is ideal for administrators trying to shift school culture as well as lead teachers. --Georgina Castilleja, Middle School Principal, Houston Independent School District (10/16/2018) School leaders are rarely provided with resources and support to implement large scale changes. Leading for Change Through Whole-School Social-Emotional Learning is written in a handbook format and provides educators with implementation strategies and evaluation tools to address school climate. --Carol Campbell, High School Principal, Grant High School (10/16/2018)

Author Information

Dr. Jennifer Rogers is the Founder of Rogers Training Solutions, LLC.  She works with educational stakeholders on developing tools and strategies to increase positive student outcomes. Rogers Training Solutions, LLC provides consulting, professional development, workshops, coaching, one-on-one leadership support for individuals and organizations exploring social, emotional, and behavioral interventions in school environments. Dr. Rogers’s background has reflected a strong commitment to children and adolescents and their families for over 20 years.  She is proud to work side-by-side with educators in promoting social and emotional competencies for all students. She has worked with school districts across the country as a school counselor, researcher, district administrator, coach trainer, and consultant.  Schools benefit from her experience as a licensed professional counselor (LPC) and training as a counselor educator to create programs to meet the social, emotional, and behavioral needs for students.  She has experience with implementing and measuring the impact of interventions in counseling, prevention, and early intervention.  She has advocated for, written about, researched, trained, created interventions for, used data to support, worked with curriculum, and implemented district-wide Social Emotional Learning.  Her book, Leading for Change Through Whole-School Social Emotional Learning: Strategies to Build a Positive School Culture (2019) has been adopted by educators and is currently being used in multiple districts.  She trains educators in best practices to meet the needs of their specific culture and students. Dr. Rogers professional goals align with the core mission to make social and emotional learning an integral part of education for all students. To reach the goal, her belief is that we must work to support the educators through systemic change and create a common understanding amongst all stakeholders of the benefits of social emotional learning to positive school culture.

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