1. PACT/TPAC and the social- emotional dimensions of teaching and learning: what can we assess? Presentors Nancy L. Markowitz, Professor Director, SJSU Center for Reaching & Teaching the Whole Child Patricia Swanson, Associate Professor San José State University Department of Elementary Education

2. Prompt Directions: Take 2 minutes to write down your response to the following question. What do we mean by social-emotional development?

3. What Is Social and Emotional Learning (SEL)? SEL is the process of acquiring the competencies to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively. These competencies provide the foundation for positive health practices, engaged citizenship, and academic achievement. CASEL at UIC CASEL at UIC

4. SJSU Connie L. Lurie College of Education Center for reaching & teaching the whole child (CRTWC) At SJSU we are studying how to embed and how to assess the social-emotional dimension in the preparation of Multiple Subject Credential program Candidates. Multiple Subject Credential program Candidates. (funded by Morgan Family Foundation)

5. Why attend to the social- emotional dimension in pre- service education? Research highlights from the Collaborative for Academic, Social, and Emotional Learning (CASEL), the Search Institute, and Massachusetts General Hospital…

6. Research from Collaborative on Academic, social, and emotional learning (CASEL) Social-Emotional Learning (SEL) programs… Improve students’ social-emotional skills, attitudes about self and others, connection to school, and positive social behavior; and reduce conduct problems and emotional distress. Improve students’ social-emotional skills, attitudes about self and others, connection to school, and positive social behavior; and reduce conduct problems and emotional distress. Improve students’ achievement test scores by 11 to 17 percentile points. Improve students’ achievement test scores by 11 to 17 percentile points. Meta-analysis of 213 school-based, universal social-emotional learning programs involving 270,034 kindergarten through high school students. Durlak, Weissberg, Dymnicki & Taylor, Schellinger (2011).

7. Search Institute Developmental Assets: Essential Building Blocks of Child and Youth Development: Support Support Empowerment Empowerment Boundaries and expectations Boundaries and expectations Constructive use of time Constructive use of time Commitment to learning Commitment to learning Positive values Positive values Social competencies Social competencies Positive identit y Positive identit y

8. Search Institute National Results – GPA & Asset Levels Kids with 10 assets or less...... 2.1 GPA Kids with 10 assets or less...... 2.1 GPA Kids with 11-20 assets......... 2.7 GPA Kids with 11-20 assets......... 2.7 GPA Kids with 21-30 assets........ 3.0 GPA Kids with 21-30 assets........ 3.0 GPA Kids with 31-40 assets......... 3.2 GPA Kids with 31-40 assets......... 3.2 GPA Search Institute data 2009

9. Research on Mindfulness. “Participating in an 8-week mindfulness meditation program appears to make measurable changes in brain regions associated with memory, sense of self, empathy and stress.” In January 30, 2011 issue of Psychiatry Research: Neuroimaging, a team led by Massachusetts General Hospital (MGH) researchers report the results of their study, the first to document meditation- produced changes over time in the brain's grey matter

10. Context of our work Department of Elementary Education at San José State University Department of Elementary Education at San José State University Preliminary Multiple Subject teaching credential program Preliminary Multiple Subject teaching credential program Roughly 200 candidates per year Roughly 200 candidates per year

11. Goals of Self-study Needs assessment to identify how/if we attend to SEL in teacher preparation: Examined program-wide curriculum Examined program-wide curriculum Defined outcomes in terms of assessments Defined outcomes in terms of assessments Focused on signature assignments and PACT Focused on signature assignments and PACT Identified gaps and ways to build the curriculum to embed the social-emotional dimension Identified gaps and ways to build the curriculum to embed the social-emotional dimension

12. Categories we used Indirect attention: Assesses candidate effectiveness in attending to factors associated with SEDTL, but doesn’t directly address SEDTL Indirect attention: Assesses candidate effectiveness in attending to factors associated with SEDTL, but doesn’t directly address SEDTL Explicit assessment prompt: Prompts candidates to address SEDTL Explicit assessment prompt: Prompts candidates to address SEDTL Explicit assessment: Prompts candidates to address SEDTL, and assesses effectiveness framed in terms of SEDTL Explicit assessment: Prompts candidates to address SEDTL, and assesses effectiveness framed in terms of SEDTL Note: all assessments related to teacher addressing student social-emotional skills, not teacher social- emotional skills. Mark Felton and Nancy Markowitz, 2011 Mark Felton and Nancy Markowitz, 2011

13. CRTWC approach The Social-Emotional Dimension of Teaching and Learning (SEDTL) Teacher’s own SEL competenciesTeacher’s own SEL competencies Teacher’s ability to manage the social and emotional context of the classroomTeacher’s ability to manage the social and emotional context of the classroom Teacher’s ability to foster SEL in students Teacher’s ability to foster SEL in students

14. Teacher practices Indirect Assessment Explicit prompt Explicit assessment Clearly articulated assessment Understanding students and their context 102, 103, 108A, 108B, 108C, 108D, 162, 143A, PACT 103, 108A, PACT 103, Identifying or assessing students’ needs 102, 108A, 108B, 108C, 108D, 143A, 162 108A, 108B, PACT108B, PACT Planning to support students 102, 103, 108A,108C, 108D, 162, 143A, PACT 103, PACT 103 Planning to foster growth102, 103, 108A, 108C, 108D, 162, 143A, PACT 103, PACT103 Enacting plans and monitoring progress 108A, 108B, 143A, PACT 108B, PACT Collecting, communicating and reflecting on outcomes 108A, 108B, 143A, PACT 108B, PACTPACT Setting goals and planning next steps 108A, 108B, 143A, PACT 108B, PACT

15. What we found: In PACT: Indirect & explicit assessment evident in several prompts Indirect & explicit assessment evident in several prompts Explicit assessment in rubric not present Explicit assessment in rubric not present In TPAC: Explicit prompts and explicit assessment evident in SEL dimensions of social awareness, relationship skills, and responsible decision- making. Explicit prompts and explicit assessment evident in SEL dimensions of social awareness, relationship skills, and responsible decision- making.