About this poster

---

Panel information
Panel 3. Schooling and Education

Abstract

---

Many in the field of education are familiar with social and emotional learning (SEL), however transformative SEL is a relatively new construct that provides a more critical orientation to SEL. “A transformative SEL approach acknowledges the legacy of the racialized cultural oppression in the United Stated by focusing on the educational, social, and economic inequities that impact the positive development of children and adults (Jagers et al., 2018).” It addresses issues of power, privilege, prejudice, discrimination, empowerment, self-determination, and social justice. It is the process whereby young people and adults build strong and respectful relationships that facilitate co-learning to critically examine root causes of inequity and to develop collaborative solutions that lead to personal, communal, and societal well-being (Jagers at al., 2021). must critically and systematically address issues of power, privilege, inequality, and race/ethnicity as factors impacting the positive development of children and adults, and equitable learning environments (Humphries & McKay-Jackson, in press). In order for this work to happen in schools, the focus must shift away from “fixing” children to training and supporting the adults in schools. Adult SEL in schools is critical for transformative SEL to be embedded in schools (Jagers et al., 2021).

As such we developed a professional learning community to train leadership coaches in a principal preparation doctoral program. The training centered transformative SEL to help coaches 1) develop their own SEL abilities; 2) understand transformative SEL as it relates to school leadership; 3) integrate transformative SEL into their coaching practices; 4) guide leaders in infusing transformative SEL practices into their school leadership.
Leadership coaches were provided with on-going professional learning in a professional learning community (PLC). In addition to the profession learning in PLC sessions, we also engaged in a syllabus audit of some of the clinical practice school leadership courses. The audit examined course content to determine where, if at all, there was alignment to supporting social and emotional competence in school leader. We then proceeded to identifying ways to potential to infuse transformative SEL content and practices where it appeared lacking.
Coaching appears to be a great entry for infusing transformative SEL into an education leadership preparation program.. Coaches can model SEL practices in their work with new leaders while also creating a space where transformative SEL practices are encouraged in their leadership practices. This includes helping the new leader create and navigate a school environment that is supporting SEL. Systematic SEL professional development. Explicit teaching of transformative SEL practices and ways to support that are contextually and culturally relevant. There will be a discussion of the educational policy implications of this work.

Author information

Author	Role
Marisha L Humphries, University of Illinois Chicago	Presenting author

⇦ Back to session