| Title: |
A Process for Developing and Articulating Learning Goals or Competencies for Social and Emotional Learning |
| Language: |
English |
| Authors: |
Yoder, Nick; Dusenbury, Linda; American Institutes for Research (AIR); Collaborative for Academic, Social, and Emotional Learning (CASEL) |
| Source: |
Collaborative for Academic, Social, and Emotional Learning. 2017. |
| Availability: |
Collaborative for Academic, Social, and Emotional Learning. 815 West Van Buren Street Suite 210, Chicago, IL 60607. Tel: 312-784-3880; Fax: 312-784-3885; e-mail: info@casel.org; Web site: http://www.casel.org |
| Peer Reviewed: |
N |
| Page Count: |
16 |
| Publication Date: |
2017 |
| Intended Audience: |
Policymakers |
| Document Type: |
Guides - Non-Classroom; Reports - Descriptive |
| Descriptors: |
Social Development; Emotional Development; Guidelines; Standards; School Districts; State Policy; State Standards; Teaching Methods; Educational Strategies; Benchmarking; Educational Objectives; Metacognition; Self Management; Interpersonal Competence; Interpersonal Relationship; Decision Making |
| Abstract: |
Developing and articulating clear goals for student social and emotional learning (SEL) involves a number of important steps. This document focuses specifically on the articulation of learning goals (sometimes called "competencies" or "standards" in state and district policy) and suggests a process for those state teams that may be working on this as part of their broader plan to develop policies or guidelines that support development of student social and emotional competencies. This tool should be used in combination with "The Collaborating States Initiative Recommended Process for Developing State Policies and Guidelines to Support Social and Emotional Learning," (ED581611) as well as "Key Features of High-Quality Policies and Guidelines to Support Social and Emotional Learning" (ED581623). |
| Abstractor: |
ERIC |
| Entry Date: |
2018 |
| Accession Number: |
ED582030 |
| Database: |
ERIC |