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FOCUS STARTING STRONG
Coaching with SEL in mind
BY CARRIE EDMOND, REBEKAH KMIECIAK, RACHEL MANE, AND ASHLEY TAPLIN
S
ocial and emotional learning where co-author Carrie Edmond Since that time, we have integrated
skills such as growth mindset and her SEL/behavior team from the SEL language and practices into multiple
and perseverance have always office of student leadership and well- math curricula, prompting more
been important for learning being were sharing the importance intentional use of SEL across the district.
mathematics, but educators of integrating social and emotional
are not always explicit about how or learning into instructional practices. A POWERFUL PARTNERSHIP
intentional about integrating them Our district was in the early stages When we began collaborating in
into math classrooms. In the North of this SEL integration, but Taplin 2019, we chose to start by integrating
East Independent School District in was excited about the idea of applying SEL practices into the scope and
San Antonio, Texas, we are working to it in mathematics instruction. She sequence of Algebra II classes,
change that. approached Edmond about next steps because it is Taplin’s content focus
Two years ago, Ashley Taplin, a for putting the ideas into practice, and and we were aware of the need for
math specialist and co-author of this the four of us began to collaborate it in upper-level secondary classes.
article, attended a district-led session across our two offices. We grounded this work in CASEL’s
36 The Learning Professional | www.learningforward.org August 2021 | Vol. 42 No. 4EXAMPLE OF A WELCOMING ACTIVITY
SEL Definition Indicators Example
competency Use and adapt for your own classroom
Self-awareness The ability to • Demonstrate an understanding WELCOMING INCLUSION ACTIVITY
accurately assess that ability grows with effort and
Mix and mingle:
one’s traits persistence.
Consider using this activity as an
with a well- • Demonstrate an understanding
introduction by using a question such
grounded sense that the language we use positively
as, “What is one thing you remember
of confidence, or negatively impacts our
about systems of equations?” or
optimism, and a environment.
a review of topics with a question
growth mindset, as • Demonstrate understanding of
such as, “What is one new thing
well as recognizing one's emotions.
you have learned about systems of
one’s emotions • Recognize common stressors and
equations?” This will help incorporate
and how they effective behavioral responses
student reflection while promoting
impact behavior. (positive and negative).
self-awareness about their levels
• Identify when help is needed and
of comfort with the topic and their
how to access available resources
participation.
or supports in your family, school,
or community.
five SEL competencies (see casel. optimistic closure strategy called one identifies as essential to high-quality
org/sel-framework): self-awareness, word whip around, teachers said that SEL-focused classrooms (CASEL,
self-management, social awareness, the self-management skills needed here 2019b). These sample prompts
relationship skills, and responsible allowed them to formatively assess their (Taplin, 2021), such as explaining
decision-making. learning through summarization. the purpose of lesson check-ins for
In each Algebra II unit, we This successful integration spurred building self-awareness or that the
integrated one of CASEL’s three more ideas. The following year, we reason we do group work is to deepen
signature SEL practices (CASEL, created more resources for teachers our relationship skills, gave teachers
2019a): a welcoming activity, an and expanded our focus to include ideas for helping students hear the why
engaging practice, or an optimistic additional math courses. For example, behind SEL.
closure to the unit content. (See we created play cards (Taplin, 2019) We also provided opportunities for
example of a welcoming activity from based on CASEL’s three signature teachers to learn with us through team-
our Algebra II curriculum above.) practices that helped teachers plan and based, campus-based, and districtwide
When we used the mix and mingle implement in-the-moment SEL-based professional learning. We helped
strategy with students, you could strategies. teachers build their own SEL capacity
feel a heightened energy in the class. We also wrote sample language for through check-ins, celebrations, and
Students were engaged and willingly explicit dialogue (see “Explicit dialogue self-care activities and explained
discussing math content while building for social emotional learning” on p. 39) how each of these built on teachers’
self-awareness. When we used the (Taplin et al., 2020), one area CASEL self-awareness, social awareness, and
August 2021 | Vol. 42 No. 4 www.learningforward.org | The Learning Professional 37FOCUS STARTING STRONG
relationship skills. With campus and
district-based professional learning,
we provided strategies and ideas for STRATEGIES PLAY CARD
teachers to transfer their knowledge to
students. Welcoming/ Engaging Optimistic Ideas for Sample questions/
For example, at one session inclusion practice closure student voice prompts
activity
in which we were showcasing
an optimistic closure, a teacher Four corners Gallery Human bar • Circle • What am I still
commented during the closure that she walk graph sharing curious about?
used to think SEL was just the fluffy Mix and Give one, My next • Think, pair, • What might
get one, share be a different
stuff, but now she knows that SEL mingle step
move on • Chalk talk perspective?
deepens the learning of math through
reflection and communication. What’s new Mindful One word • Quick • What would
whip writes happen if …?
This transfer of knowledge was minute
around • Scale it! • What is one
exciting and affirming that what we • Pear deck takeaway from
were doing was working. Teachers this experience?
were not only learning strategies for • How has your
embedding SEL, but also understanding thinking changed
the meaning behind SEL. (See about …?
“Strategies play card” at right.) Source: Ashley Taplin, Carrie Edmond, and Rebekah Kmieciak.
A COLLABORATIVE COACHING
The play card is a tool to help organize instructional practices for intentional planning or
MODEL in-the-moment instructional decisions. Teachers use this play card as a reference when
As we increased our collaborative planning a welcoming activity, engaging practice, optimistic closure, strategy for including
efforts, we began to notice that we were student voice, or prompt for deeper questioning. This play card was created by Ashley Taplin,
infusing the SEL practices into the Carrie Edmond, and Rebekah Kmieciak.
coaching that each of us engages in with
teachers (Taplin and co-author Rachel THE COLLABORATIVE COACHING MODEL
Mane on math instruction; Edmond
and co-author Rebekah Kmieciak on Independent Independent
behavior support). Our coaching had brainstorm brainstorm
become more rooted in reflection and
in ideas we developed together.
Reflecting on our process led us to
Collaboration Reflection Collaboration
the understanding that the coaching for new lens for new lens
cycle we engage in with teachers lives
within a bigger cycle of reflection and
collaboration among coaches and across
traditional disciplinary boundaries. Coaching Coaching
We call this the collaborative coaching cycle cycle
model. (See diagram at right.) It has
Source: Ashley Taplin, Rebekah Kmieciak, Rachel Mane, and Carrie Edmond.
five recurring, cyclical steps:
Reflection. This step happens
on the individual level when a coach just mentioned began thinking of what to include additional colleagues. The
or specialist engages with a thought, she learned at the SEL session. She newly formed team met several times
connection, idea, or a curiosity. For began digging deeper to consider how during this phase to generate ideas,
example, one of the math specialists was this could tie into the work she was develop plans, and set priorities.
thinking about how to embed SEL into already doing with teachers. Coaching cycle. This stage is where
the curriculum in a way that was more Collaboration for new lens. At this the coach/specialist takes the new idea,
explicit. stage, the coach or specialist seeks input resource, or strategy to the educators
Independent brainstorm. The from others, looking for additional they support. (It may be accompanied
coach or specialist then generates new insight and varying perspectives. The or preceded by professional learning to
ideas that are born out of the original math specialist reached out to the SEL provide an overview to teachers.)
reflection. The specialist in the example specialist, and the two in turn decided For example, the math specialist
38 The Learning Professional | www.learningforward.org August 2021 | Vol. 42 No. 4Coaching with SEL in mind
transfer to any coaching cycle.
The collaboration among the
EXPLICIT DIALOGUE FOR SOCIAL AND EMOTIONAL LEARNING four of us has been key to success in
BASED ON CASEL’S 5 CORE COMPETENCIES part because it models collaboration
for those we support; indeed, we
Self-awareness “We’re doing this check-in as a way for you and me have begun to see teachers and
CHECK-INS to be aware of your energy level before beginning administrators forging stronger
today's lesson.” connections with one another. Our
Self-management “When you set a goal based on today’s target, we are process of building and maintaining a
GOAL-SETTING working on self-management to achieve it.” collaborative relationship is simple yet
practical and effective.
Responsible “When you tell me where you’re at in your First, we have built trust through
decision-making understanding, you are making a decision to help me consistent communication. We follow
SELF-ASSESSMENT know how best to help you.”
up with one another in a timely way
Relationship skills “I’m pairing you up so we can develop effective and offer grace when we are unable
PARTNER WORK communication, collaboration, and relationships.” to follow through, because we all
understand the flexibility needed
Social awareness “Someone might not have seen it the same way you to support teachers districtwide.
PROBLEM SOLVING did, when we talk about different strategies and
perspectives, we’re working on social awareness.”
We also prioritize time and space
for collaboration. And finally, we
Source: Ashley Taplin, Rebekah Kmieciak, Carrie Edmond, and Rachel Mane.
share a commitment to our own
personal growth through continued
professional learning and educational
engaged in professional learning explicit in crafting how so teachers can networking. What began as an organic
with Algebra II teachers on the three help students experience it. curiosity has turned into an intentional
signature practices we wrote into their Doing this involves breaking down practice for growth and connection.
curriculum. Teachers experienced them stigmas that exist about collaboration
and shared how they would use them in between departments, disciplines, and HOW TO BEGIN
their math classroom. educators to normalize the kind of Reflection has been the front and
Return to reflection. During this collaboration and reflection that are center of each step in this work, and
stage, the coaches and specialist come making a difference in our mathematics we recommend making it a centerpiece
back together to debrief and reflect, classes. of all coaching to integrate SEL and
share insights and new ideas, and adjust As we reflect on this past school content areas. As new connections are
accordingly. This often leads to the year full of immense change and trauma created and our collaboration branches
larger cycle repeating itself. from the pandemic, we often think out, we find ourselves coming back
This final stage is critical and about what practices have been most to reflect and naturally begin to flow
can often be overlooked. We must effective in our work and what we will through the model and deepen our
prioritize the practice of reflection both carry forward into next year. In a time work. This has enhanced our work and
individually and collectively. From the where we had to distance ourselves impact as coaches.
example above, the math specialists physically, we realized it was the power As you begin to incorporate
brought teacher feedback to our team of collaboration that enhanced all we social and emotional learning or any
to discuss plans for future professional did. collaborative coaching efforts at your
learning opportunities. Breaking from the silos and relying campus or district, we encourage you to
on each other’s knowledge enabled start with reflecting on your own skills
LOOKING AHEAD us to grow, share, and deepen our and areas for growth.
As we look ahead, we are eager learning. Our work as math specialists The following questions can help
to continue spreading this work to and social emotional learning coaches you assess what you need as leaders
the remainder of our math content may typically be seen and defined as and learners to support those you work
areas. As our superintendent joked at a separate roles, but when we realized with, emphasizing how you build
districtwide meeting, if Algebra II can our connectedness, our work was and maintain relationships and how
embed SEL, anyone can. While this transformed. We created powerful well you recognize how others build
gave us a laugh, we know math and partnerships, became more reflective relationships.
other subjects have always been deeply and intentional, and were ultimately • How do I see myself as a
rooted with SEL — we just need to be able to create a new model that could Continued on p. 44
August 2021 | Vol. 42 No. 4 www.learningforward.org | The Learning Professional 39FOCUS STARTING STRONG
because it’s always appropriate to BELONGING AND JOY Love, B.L. (2019). We want to do
celebrate your progress before mapping Teaching in the midst of this more than survive: Abolitionist teaching
out next steps. simultaneous pandemic and racial and the pursuit of educational freedom.
In addition, we recorded reflections reckoning, I find myself bringing to Beacon Press.
from teachers, paraprofessionals, and mind the quote often attributed to Simmons, D. (2019). Why
administrators on each grade team’s Maya Angelou: “I’ve learned that we can’t afford whitewashed
successes throughout the first half of people will forget what you said, people social-emotional learning. ASCD
the school year. (See p. 42.) These will forget what you did, but people Education Update, 61(4). www.
demonstrate some of the ways we were will never forget how you made them ascd.org/publications/newsletters/
able to turnkey our efforts into practices feel.” education_update/apr19/vol61/
for equity with and for our students. What I want my students to feel num04/Why_We_Can’t_Afford_
These reflections illustrate the is both belonging and joy. My work is Whitewashed_Social-Emotional_
positive impacts our focus on antiracist guided by Bettina Love: “Black joy is Learning.aspx
and culturally responsive pedagogy had finding your homeplace and creating Tatum, B. (1997). Why are all the
on our curriculum and our students. homeplaces for others” (Love, 2019). Black kids sitting together in the cafeteria?
That curriculum is collaboratively I’ve found mine and am purposed with BasicBooks.
built in interdisciplinary learning units creating it for others. •
called expeditions and case studies. Shatera Weaver (sweaver@
The reflections refer to a number of REFERENCES metropolitanels.com) is dean
those thoughtfully planned curriculas Allen, K.-A. (2021). The psychology of culture at the Metropolitan
(e.g. We’re Biased expedition and of belonging. Routledge. Expeditionary Learning School in
PANDEMIC case study) as inspiring hooks, b. (1990). Yearning: Race, Forest Hills, New York. ■
meaningful learning experiences for gender, and cultural politics. South End
students. Press.
Coaching with SEL in mind
Continued from p. 39 to connect? drive.google.com/file/d/15WVD_
learner? What learning styles do Finally, ask yourself the following e0lDOyur6zZUglxNZ8IAYhvWpVC/
I learn best from? to determine your next steps: view
• Am I coachable? Am I flexible? • What ways do I reflect best? Taplin, A., Kmieciak, R.,
What are my strengths, and • What are my takeaways from Edmond, C., & Mane, R. (2020,
how can I continue to grow? my reflection? November 21). Explicit dialogue for
• How do I see myself as a leader? In the spirit of collaboration, social emotional learning. www.canva.
Am I willing to be open to please reach out to us if we can be com/design/DAEZgN2GjcM/Jj3P_
feedback? Do I consider the your thought partners or answer any g7ivFCwfQH_jpqFDQ/view?utm_
viewpoints of others? questions. content=DAEZgN2GjcM&utm_
Your responses from these three campaign=designshare&utm_
questions will help your self-awareness REFERENCES medium=link&utm_
before building relationships or entering CASEL. (2019a). SEL 3 signature source=sharebutton
into a coaching cycle. The next three practices playbook. schoolguide.casel.org/ •
questions focus on social awareness resource/three-signature-sel-practices- Carrie Edmond (cedmon1@neisd.
as you work your way through the for-adult-learning/ net) is assistant director, student
collaborative coaching model. Each of CASEL. (2019b). Explicit SEL leadership & well-being, Rebekah
your responses can be used to guide instruction. schoolguide.casel.org/ Kmieciak (rkmiec@neisd.net) is a
your own professional learning on focus-area-3/classroom/explicit-sel- social emotional learning coach, and
coaching and social emotional learning. instruction/ Rachel Mane (rmane@neisd.net)
• How do I provide support and Taplin, A. (2021, April 8). How and Ashley Taplin (atapli@neisd.
advice? to embed SEL into your instruction. net) are math instructional specialists
• What does collaboration look Edutopia. www.edutopia.org/article/ in North East Independent School
like and feel like to me? how-embed-sel-your-instruction District in San Antonio, Texas. ■
• How do I connect with others? Taplin, A. (2019, November
How do I create opportunities 20). 3 signature practices play card.
44 The Learning Professional | www.learningforward.org August 2021 | Vol. 42 No. 4You can also read
