Enhancing Teacher Wellbeing and SEL Pedagogical Practices
In educator capacity building, supporting teacher wellbeing and social-emotional learning (SEL) practices is vital. Teachers need competences in positive personal wellbeing, pedagogical skills, and the ability to evaluate SEL needs. They require training, coaching, access to resources, and a supportive school culture. Moving forward, a unified platform for teacher connections and specific resources for promoting teacher wellbeing are crucial. The compelling question arises about evaluating teachers' SEL competences before teaching SEL.
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Presentation Transcript
EDUCATOR CAPACITY BUILDING Asmaa, Linda, Rio, Jina, Sarah and Olena
Our non-negotiable statement: The provision of ongoing support for BOTH teacher wellbeing AND their SEL pedagogical practices is non-negotiable
WHAT KINDS OF COMPETENCES DO TEACHERS NEED? CASEL five SEL competences themselves Positive personal wellbeing (e.g., SWB, PERMA+V, or SDT perspective) Self-esteem generally and as a SEL educator Pedagogical and didactic skills to teach SEL Competence in pastoral role of educator Help-seeking skills to find suitable support for self and students Ability to plan with SEL in mind Ability to evaluate students SEL needs and progress OTHER SPECIFIC SKILLS WOULD DEPEND ON WHETHER SEL WOULD BE TAUGHT EXPLICITLY OR EMBEDDED AND INTEGRATED WITH THEIR CONTENT SUBJECTS.
WHAT KIND OF SUPPORT DO TEACHERS NEED? Training in teachers own wellbeing and resilience Training in how to teach SEL Coaching, mentoring and emotional support ongoing A knowledge of and access to resources, tools and support networks Recognition of their commitment and work (not certification perhaps) Communities of practice - on school, national and international levels Development of whole school culture positive to SEL
WHAT DO WE NEED TO GO FORWARD? A single coherent platform for teachers to connect to An international network for teachers working in SEL to connect with each other A specific website, app and other resources for promoting teacher wellbeing Easy access for first steps in SEL
OUR COMPELLING QUESTION Should teachers own SEL competences be evaluated before they are allowed to teach SEL, and if so by whom and how?
