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Educators across the nation are now faced with the unique challenge of distance learning, all while living through a global pandemic. Are my students healthy? How is their mental health? How do I do this distance learning thing? How do I support my colleagues or staff? Why am I washing dishes again?
On May 1, more than 300 educators, researchers, and policymakers gathered for the inaugural exSEL Network conference, titled Social-Emotional Learning: Lessons Learned and Opportunities for Massachusetts, led by Transforming Education, the Rennie Center, and SEL4MA. Participants took part in breakout sessions focused on learning from the experiences of districts putting social-emotional learning policies and practices into place and hearing from experts about SEL supports and strategies.
The SEL Integration Approach Case Study Compilation was developed with and for educators who work in a K-12 school setting, including teachers, paraprofessionals, counselors, SEL Directors, teacher leaders, & school principals, to provide examples of practice related to three questions: What does it mean to focus on social-emotional development and the creation of positive learning environments?
In our work with K-12 school and district partners across the country, we have the privilege of learning from and with a variety of dedicated educators who prioritize social-emotional learning in unique ways that are responsive to the communities they serve. In our work with K-12 school and district partners across the country,
During the COVID-19 pandemic, many district leaders are grappling with the new challenges of social emotional learning, among other things, in a virtual learning environment. Particularly when teachers, administrators, and counselors are not accustomed to remote learning, several questions emerge on exactly how to continue cultivating relationships and environments that support social-emotional skills and mindsets.
Fostering Strong Relationships in Schools: A Three-Part Series of Stories from the Field Building and sustaining strong, positive relationships between and among students, teachers, and leaders is fundamental to promoting student engagement, social-emotional development, and academic growth. At Transforming Education, we believe so deeply in the power of strong relationships that they represent one
In the year before the COVID-19 pandemic, two of my grandparents died, both of whom were pillars in different branches of my family. On the fourth yahrzeit of my grandfather’s death a couple of months ago, my stepmom shared Maya Angelou’s poem, When Great Trees Fall, in his memory. I had never heard of the poem before but have returned to it many times in the weeks since as I reflect on the losses, silences, and birth in myself, in our educational systems, and in our society over the past few years.
In my 10th and final year leading TransformEd, I find myself reflecting a lot on the journey we’ve been on. When I first jumped into the work nearly a decade ago, I couldn’t quite imagine what lay ahead. In retrospect, this journey has offered more than I could have hoped for: countless opportunities to work with brilliant, passionate colleagues in the service of a shared vision, and an incredible amount of learning along the way. Much of my learning, and the organization’s evolution over time, has been tied to key inflection points that TransformEd has navigated over the years. I’ve attempted to capture a few of those inflection points here as a way to share some of our history with fellow travelers who have joined us more recently and to express gratitude to those who have been with us throughout the last decade.
“Those who have no record of what their forebears have accomplished lose the inspiration which comes from the teaching of biography and history.” - Dr. Carter G. Woodson
As we close out a year filled with unexpected challenges, our team at TransformEd wants to take a moment to thank you for your continued partnership and dedication to the transformative power of whole child development.
