sharing social-emotional learning priorities

Sharing SEL Priorities With Your Team

What is social-emotional learning (SEL) at your school? This year, school and district leaders are rallying teachers, staff, and students around specific facets of SEL that matter for their school communities, and principals and SEL coordinators are establishing common visions for SEL. One effective way to get a campus or district team on the same page about social-emotional learning priorities is to introduce the terminology and reasons why your community is focusing on SEL during a staff meeting or professional development session. But you don’t need to start your presentation from scratch.

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Are We Thinking About Growth Mindset Too Narrowly?

An analysis of a nationwide measure of 23,000 students’ perceptions of growth mindset shows meaningful differences in what students believe they can change and a gender gap.

Last school year, David Andrews, a social studies teacher at Piedmont Hills High School (Calif.), noticed something in his students that puzzled him.

As a teacher of 6 years, Andrews had read the research by Stanford Professor Carol Dweck and others that showed the impact of having a growth mindset on students’ learning and academic achievement. Andrews promoted this belief that people can work deliberately to change their most basic abilities — namely their intelligence.

“Students are so varied when it comes to their mindsets,” Andrews said. “I’m still working to crack the enigma of how to support all my students’ beliefs about themselves.” He would overhear students saying they were good at social studies, but would never be good at math. Other students would say they could always work harder to do better in class, while some felt they just weren’t that talented.

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Colorado Community Embraces SEL Reflections

In Grand Junction, Colorado, students will use SEL measures to reflect on their social-emotional development and skills. Local news channel KKCO covered plans at Mesa Valley School District 51 to measure more than academic achievement to better support students’ growth and needs. To learn more, KKCO visited the district to interview district administrators and parents about their motivations for asking students to reflect on their social-emotional learning.

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Panorama Data Timeline

A Year of Panorama Data in School Districts

When measuring feedback from your students, parents, teachers, and community, set yourself up for success with a targeted timeline for collecting and reviewing data, and then acting on results. As you plan ahead for feedback and analysis in your school or district, use this suggested year-long timeline for your data needs.

We started this timeline in the fall to align to the school year, but be sure to customize these target activities to whatever schedule fits best with your own goals!

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New Typeface Makes Surveys More Accessible

The accessibility of Panorama’s surveys is an essential part of collecting accurate data for educators. I’m on the design team at Panorama, and recently we changed the typeface in our print and online surveys to improve readability. We switched to a new font called Castledown that’s designed especially for young readers and meant to be dyslexia-friendly. We are excited to share more about what makes a font more accessible to young readers, and about the design process at Panorama.

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Kimberly Williams shares strategies teacher can use to get to know their students during back to school.

Teachers Share Tips on Getting to Know Students

With back to school season in full swing across the country, we wanted to share stories from two teachers filled with tips to get to know students better during the first few weeks of the school year. Kimberly Williams and Suzanne Rogers both used Panorama’s Get to Know You survey, a free research-backed tool, to build strong relationships with their students. They’re among the more than 3,000 teachers that have used the survey with 30,000 students!

The Get to Know You survey builds on research from Panorama’s Director of Research Dr. Hunter Gehlbach showing that positive teacher-student relationships are critical for students’ engagement, sense of belonging, and overall well-being at school.

Below, these teachers share how they’ve used the survey in the past, and how they’re planning to get more teachers and district administrators involved.

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