EI in Teacher PD: Article 3 of 3

May 2022 Practitioner Volume 24 Number 2 International Journal of Appreciative Inquiry ISBN 978-1-907549-51-9 dx.doi.org/10.12781/978-1-907549-51-9 Edited by Shelagh Aitken Co-publishers The David L. Cooperrider Center for Appreciative Inquiry and Kessels & Smit, The Learning Company •   www.aipractitioner.com/subscriptions Sign up for our free AIP eNews 

May 2022 ISBN 978-1-907549-51-9 Practitioner dx.doi.org/10.12781/978-1-907549-51-9-15 Volume 24 Number 2 Kimberly Davis David D. Christian Kimberly Davis, Ed.D., is a school district administrator expe- David D. Christian, PhD is a licensed professional counselor/ rienced in accountability, curriculum & instruction, teacher supervisor and licensed school counselor. After spending nearly development, and organizational performance. Additionally, a decade working in secondary and post-secondary education she has consulted leadership development and human perfor- in Texas, David joined the faculty at the University of Arkansas mance improvement for private, government, and non-profit where he is currently an associate professor of Counselor organizations. She also holds certifications as an AI Facilitator Education and Supervision specializing in school counseling, and TEI Coach. adventure therapy, family interventions and Adlerian theory. Contact: [email protected] Contact: [email protected] Richard Hammett Gary Low Richard Hammett, Ed. D. teaches and supervises doctoral Gary Low, Ph.D. is Professor Emeritus of Education, Texas A&M research at Walden University’s Richard W. Riley College University-Kingsville, consulting psychologist, patron and life of Education and Leadership. He is a principal in Emotional member of the Forum for EI Learning (FEIL) in India, a principal Intelligence Learning Systems, Inc., founding faculty member of EI Learning Systems, Inc., and a founding faculty member of of the Emotional Intelligence Training and Research Institute the Emotional Intelligence Training & Research Institute (EITRI). (EITRI), and patron member of the Forum for Emotional Dr Low and the late Dr Darwin Nelson created the theory of Intelligence Learning (FEIL) in India. transformative emotional intelligence (TEI). Contact: [email protected] Contact: [email protected] Tanya Seagraves-Robinson Tanya Seagraves-Robinson, Ph.D. in Education Leadership, worked in Higher Education Administration at Florida A&M University for 18 years. She is president of Essential Intelligence LLC.; provides EI training and coaching and earned her certification in Transformative Emotional Intelligence. Dr Robinson is co-author of VIGOACRE: The Strategy for Results Driven Communication.. Contact: [email protected] Research Review and Notes Social Emotional Learning: A Case for Appreciative Inquiry to Develop TEI/SEL Skills This article, part three of a S ocial emotional learning (SEL) skills are highly important to the project using Appreciative success of students academically, functionally and socially. The ability Inquiry (AI) to develop to cultivate these skills requires an understanding of what they are, transformative emotional how to cultivate them as a way of working with students, and how to know intelligence/social-emotional if those skills are actually developing. In adults, these skills have been referred learning skills (TEI/SEL) in to as emotional intelligence skills. Though there has a broad array of research teachers, provides a follow on the topic, this study used the work established by Darwin Nelson and Gary up case study of two teachers. Low called Transformative Emotional Intelligence (TEI), which they succinctly defined as the learned ability to think constructively and act wisely. The study, in its entirety, spanned the 2019–2020 school year, with 30 participants, and was delivered in four phases: Phase 1 included a book study AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 81More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 to teach the concept of TEI and administration of a pre and post skills self- assessment; in Phase 2, participants were coached on the development of one chosen skill; during Phase 3, participants were shown how to embed TEI/SEL skills into their own lesson plans; and Phase 4 provided practice collecting data to determine student SEL skills development. This process was reported in the first two articles of this three-part series. The first article, “Social Emotional Learning: An Appreciative Approach to Teacher Development” (Davis et al., 2021a) explained the Appreciative Inquiry (AI) structure and purpose of the project as an effective model for professional development. The second article, “Social Emotional Learning: A Framework for Practice and Pedagogy” (Davis et al., 2021b) described the four phases of the research study along with an approach to teacher development through pre- service training and ongoing professional development. For this final article, we followed up a year after the end of the project with two participants and asked them to take another TEI skills self-assessment to consider the sustainability of the training. Further investigation warranted interviews of these two participants as case studies. The results of their three assessments and interview analysis are what we present here as a case for AI to develop TEI/SEL skills. In this article, we will present our methodology for the case study, provide the participant and research team descriptions, and discuss the data used and how the potential for bias was addressed before applying our findings to pre-service and in-service teacher training. The impact of AI can only Methodology be determined in three ways: a change in how one feels, In our first article (Davis et al., 2021a), we referenced that the impact of AI can how one thinks or what only be determined in three ways: a change in how one feels, how one thinks one does. or what one does (Davis, 2019). Our current research underscores the value of a “two-mind” approach to whole-person learning (Epstein, 1998; Low & Hammett, 2021). A two-mind approach engages both the rational-cognitive and experiential-constructive thinking processes, both of which are essential for improving human growth and development, enhancing effective performance behaviors (Jennings & Greenberg, 2009). Together, they lead to personal standards of excellence (leadership). The purpose of our impact study was to explore two participants’ perceived experiences of a TEI/SEL training (Davis et al., 2021a, b) implemented using an AI approach. To accomplish this goal, we used semi-structured interviews and AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 82More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 The SCALE ® self-assessment analyzed participants’ SCALE® (Nelson & Low, 2011) self-assessments scores ... creates a map that helps taken at three points during the study: a pre-assessment at the onset of phase design training and coaching 1of the study, a post-assessment at the end of phase 1, and the third assessment specific to the needs of the one year after the training concluded. The SCALE ® self-assessment does not individual. grade a person on how they are or should be; rather, it creates a map that helps design training and coaching specific to the needs of the individual. For the case study, there were two research questions: 1. How did two participants’ experience the TEI/SEL training implemented using an AI approach? 2. How did the TEI/SEL training using an AI approach shape participants’ SCALE® self-assessments scores over time as they pertained to perceptions about training efficacy and application to their personal and professional life? To answer our first research question, we used semi-structured individual interviews to collect data and an interpretive phenomenological analysis (IPA). As Smith and Osborn (2015) state: “IPA is a qualitative research approach committed to the examination of how people make sense of their major life experiences” (p. 41), thus making it an appropriate approach to understanding participants’ experience in the training. To answer our second research question, we administered the SCALE® at pre-book study, post-book study, and follow-up time points in the study. Participants After receiving approval from the university Institutional Review Board, we invited the two individuals who completed the entire SEL/TEI training to participate in semi-structured interviews. The first participant is a 36-year- old female who identifies as white, with nine years of teaching experience at the secondary level. She has two bachelor’s degrees, a master’s degree, state licensure to teach English in US grades 7–12 (ages 12–17), and an ESL endorsement. At the time of this study, she was a high school English teacher. For purposes of this study, she will be called Olivia. The second participant is a 37-year-old male who identifies as Black South Sudanese with seven years of teaching experience at the secondary level. He has a bachelor’s degree and state licensure to teach physical sciences and life sciences. At the time of this study, he was a high school science teacher. The AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 83More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 participants are married and taught at the same school during the training. His chosen pseudonym is Deng. Researcher team The research team was comprised of five individuals, all located in the southern part of the United States. The primary researcher is an administrator for a local school district and adjunct instructor in a teacher preparation program, who has twelve years of experience in education as a teacher and administrator and holds an EdD in Transformational Leadership. The second member is an associate professor of counseling at a high research university, who has 16 years of experience in education as a teacher and school counselor and holds a PhD in counseling. The third team member has 18 years of experience in higher education and holds a PhD in Educational Leadership. The fourth team member has 45 years of experience in education, holds a PhD in counseling psychology and co-developed the SCALE® along with the fifth team member, who has 18 years of experience in higher education and holds an EdD in Educational Leadership. All team members have experience conducting qualitative research. Data collection Semi-structured interviews To answer our first research question, the second and third research team members conducted semi-structured, individual interviews with each of the participants via a secure video conferencing platform. Olivia’s interview lasted 1.5 hours, while Deng’s lasted 45 minutes. Transcriptions were created automatically and then checked and corrected. All recordings and transcriptions were kept in a secure university online storage folder and only accessed using a university-provided, password-protected computer to ensure the privacy of participants. Both participants were given two weeks to provide feedback on the finalized transcripts. Only Deng chose to do so. The research team was then provided with clean, revised, de-identified transcripts for the coding process. The semi-structured interviews (see Appendix A) included 25 questions in three categories: 1. Thoughts on SEL standards and teaching SEL, 2. The perceived impact of the SEL/TEI training, and 3. Thoughts on the SCALE® assessment. AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 84More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 SCALE® assessment The six Scale® skill categories: To answer the second research question, participants were given the SCALE® through three electronic administrations. The first was given before the training Intrapersonal began, the second nine weeks later at the end of the first stage of study, the Interpersonal book study. The third was given one year after the training ended. SCALE® Career and life skill areas are specific skills, anchored in effective behaviors, with factors Personal wellness related to CASEL’s SEL domains, behaviors and strategies. SCALE® skills are Personal communication learned abilities that benefit individuals by encouraging more learning about Personal change orientation constructive thinking to balance critical thinking while improving skills. Scores in the Strengthen area (average level of development) mean skills are in the generally expected range and represent opportunities to further develop, strengthen and enhance with practice and rehearsal. Scores in the Develop area (lower scores) reflect a need to further develop important skills for a positive career and life. The SCALE® skills are reported in six categories: 1. Intrapersonal, 2. Interpersonal, 3. Career and life, 4. Personal wellness, 5. Personal communication, and 6. Personal change orientation. •  Comfort is an important EI skill for healthy, productive relationships. •  Commitment ethic reflects productive work accomplishment with high personal (i.e., ethical) standards. These two skills are important for success in career and life. School professionals with high social awareness are at ease and comfortable with students and build strong rapport with students, colleagues and supervisors. Teachers who apply and use Commitment Ethic have developed the learned ability to complete tasks, even under stressful circumstances, and stay true to a personal standard of excellence as a person and teacher. The category of personal communication measures and contrasts the skill of assertion with patterns or styles of communication that are aggressive or deferent. Assertion is the key communication skill, while aggression and AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 85More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 deference can interfere with effective communication. In SCALE® research, aggression and deference are potentially problematic patterns of communication that tend to manifest when primary emotions (anger, fear–anxiety, sadness) are involved. Personal change orientation is a potential problematic indicator reflecting the magnitude of change needed or desired and a general satisfaction (low score) or dissatisfaction (high score) with current skill areas. When change orientation is high, it means there is a widespread dissatisfaction in skill acumen without an understanding of how to go about developing individual skills. High change orientation may also indicate a motivation for change. Data analysis To answer the first research question, the research team began data analysis using an inductive approach to coding and allowed themes to emerge across multiple iterations. Specifically, we used interpretative phenomenological analysis (IPA; Smith & Osborn, 2015) to understand the personal experiences of our two participants; its alignment with principles of TEI/SEL learning and AI make it a complementary analysis tool and honors authenticity of participant experiences. The iterative process began with all aspects of the SCALE® TEI skills and CASEL’s SEL skills considered while coding the transcripts. Through iterations, several TEI skills emerged for discussion in this paper, but this list is not exhaustive of all possible skills. Through preliminary data analysis, we identified initial codes that were present in the data and then collapsed those codes into themes. During research team discussions, we realized that the emergent themes aligned with CASEL’s five domains of SEL. We then used these five domains (i.e., self-awareness, self- management, responsible decision-making, relationship skills and social- awareness) as themes and conducted final deductive coding. It is important to point out that, in a final round of coding, we found that many of the responses could potentially be cross-coded, making a single CASEL domain difficult to initially identify. Through discussion, we came to understand that this difficulty underscores the reason CASEL’s model is represented by a wheel, indicating the equality of the domains. A comprehensive profile of the SCALE® was elaborated in our second article (Davis et al., 2021b). To answer the second research question, the research team explored the change in SCALE® scores for each participant at the three previously specified time points during the study. We provided each participant with a confidential personal profile report for each administration, with scores presented as AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 86More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 horizontal bar graphs shown across three column areas – skills to develop (lower skill range scores); skills to strengthen (average or expected score ranges); and skills to enhance (skill strengths claimed by participants and represent current skills that could be refined further). Results First research question Results of our data analysis indicated that participants perceived the TEI/SEL training to have a positive impact on their skills related to CASEL’s five domains of SEL. Table 1 includes results of our coding iterations and the aligned CASEL domains for both participants. Additional details related to these results as well as evidentiary participant interview statements for each theme, which can be found in Appendix B. Table 1: Data analysis iterations and aligned CASEL Olivia Synopsis Olivia Skills CASEL Domain domains Self-awareness is biggest skill – TEI skills Self-awareness leads to all others Tools and strategies to develop TEI skill Self-management (way of skills are needed being) Overarching theme: References AI strategy of flipping and Social awareness to why is this happening reframing used during coaching and what can I do to help? and modeling with dialogic Storytelling and modeling are (storytelling) strategies to teach the best approach to teaching skills. Responsible decision these skills. making Deng Synopsis Deng Skills CASEL Domain Self-awareness and TEI skill Self-awareness self-regulation Communication skills Communication skills TEI skills Relationship skills Overarching theme: Ask AI strategy of flipping and Social awareness without demands; thank them; reframing used during coaching multiple examples of flipping and modeling with dialogic and reframing. Storytelling and (storytelling) strategies to teach modeling are the best approach skills. to teaching these skills. Second research question Both participants demonstrated growth in their skills from the first to the second SCALE® administration, indicating the efficacy of the training intervention’s book-study phase. Continued improvement demonstrated in the AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 87More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 third assessment in most areas, specifically in the areas they chose to develop during the skills coaching phase, indicated sustained improvement. Olivia Olivia’s pre-post-follow-up SCALE® results are provided in Figure 1. Results showed improvements in ten of the eleven skills related to career and life effectiveness, and a lower score or possible decline of the skill of drive strength. Olivia’s follow-up results showed positive gains while participating in the study. Skill improvements were found with the intrapersonal skill of self- esteem; the interpersonal skills of assertion, comfort (social awareness), and empathy; career and life skills of decision making, time management, influence, and commitment ethic; and personal wellness skills of stress management and physical wellness. One skill area, drive strength, was lower at the end of the study than at the beginning, potentially indicating a problem area of reduced energy, focus or goal directedness due to pressures encountered or the climate of the classroom during the study. Figure 1 Pre–Post–Follow-Up SCALE® Assessment Olivia’s results showed a reduction in each of the problematic indicators. Results for Olivia Particularly when combined with the increase in assertion over the course of the study, Olivia’s interpersonal communication area was positively affected. Overall, Olivia was satisfied with the SCALE® skill areas. The skill of drive strength could be identified as a possible area to target for review and AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 88More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 improvement. For example, Olivia could use self-awareness gained through positive self-assessment of the need to strengthen the skill of drive strength. Deng Deng’s pre-post-follow-up SCALE® results are provided in Figure 2. Deng’s results showed improvements in eight of the eleven skills related to career and life effectiveness. Two of the scales were unchanged, and the stress manage- ment skill follow-up was lower than at pre-test. Overall, Deng’s follow-up results showed positive gains while he was participating in the study. Skill improve- ments were found for the intrapersonal skill of self-esteem; interpersonal skills of assertion and comfort (social awareness); career and life skills of decision mak- ing, time management, influence, and commitment ethic; and personal wellness skill of physical wellness. Two SCALE® skills of empathy and drive strength were unchanged. Stress management showed a decline over the course of the study. Another potential problem indicator was with personal communication in stress- ful situations, suggesting communication may not have been fully understood due to deference or internalizing feelings rather than being straightforward and genuine. Figure 2 Pre–Post–Follow-Up SCALE® Assessment Aggression in communication under stress did not seem to be an area of Results for Deng concern. All three problematic measures (aggression, deference and change orientation) were reduced in the follow-up compared to the pre-test assessment AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 89More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 and, with the increase Deng is reporting in his assertion skill, more effective communication under stress should be realized. Deng was open to making positive changes, as reflected in the middle range score of change orientation. Deng could use his SCALE® results to strengthen his stress management. Discussion The purpose of this study was to explore how two participants experienced a TEI/SEL training using an AI approach (Davis et al., 2021a, b) and to understand how that training shaped the participants’ SCALE® scores over time. Regarding our first research question, results of this study indicate that, based on participants’ reports, they experienced a perceived increase in SCALE® skills areas related to CASEL’s SEL skills and domains of self-awareness, self- management, responsible decision-making, relationship skills and social awareness. Though not specific to the research questions, one observation from the interviews was verbiage congruence between the participant’s responses related to their experience of TEI/SEL training using an AI approach. The verbiage themes could easily be identified under these four key concepts and could warrant further exploration: 1. The importance of teacher TEI/SEL skills, 2. The nature of TEI/SEL skill development, 3. The utility of AI for teaching TEI/SEL skills, and 4. Useful strategies for teaching TEI/SEL skills. Regarding our second research question, during the nine weeks of the book study, both participants showed an increase in their SCALE® skill scores from the pre- to post-test and a decrease in potential problematic measures. At the one-year follow-up assessment, Olivia had regressed in only one skill area, Drive Strength, which was slightly lower than her initial pre-test measure. One explanation could be that the pre-test assessment was given at the beginning of the school year, when excitement for the new academic year is high, and the follow-up assessment was given at the end of the school year, when educators are more likely to feel exhausted. In Deng’s case, eight of eleven skills remained as high or higher at the one-year follow-up assessment. The three exceptions were empathy, time management and stress management. While the three measures were slightly lower than the post-test assessment, empathy was equal to the pre-test measure, AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 90More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 From the first to the second time management remained higher than the pre-test measure, and stress assessment, both participants management was slightly lower than the pre-test measure after one year. reduced their scores in their The SCALE® assessment results suggested that Deng’s potentially problematic problematic measures and areas of stress management and personal communication in stressful situations maintained that improvement may be due to communication not being fully understood and being deferent or in the third administration. internalizing feelings. These result indicators may also be supported by Deng being an English language learner with different cultural communication norms or comfort with communication in stressful situations. As mentioned, the SCALE® has two portions, skills to build and indicators to reduce, which are identified as problematic measures. From the first to the second assessment, both participants reduced their scores in their problematic measures and maintained that improvement in the third administration. While both were showing an increase in deference, the follow-up measure remained lower after one year than in their pre-test measures. The problematic indicator of change orientation continued to emerge during the year following the book study. The importance of teacher TEI/SEL skills Teachers experience stress and pressure related to teaching, classroom management, providing healthy and safe environments conducive to learning, and caring for themselves, their families, and their communities (Li Grining et al., 2010; Montgomery & Rupp, 2005; Wagner et al., 2013). Their ability to cope with these challenges requires additional preparation and training that fosters skills for career and life effectiveness. Failure to provide this type of preparation to teach social-emotional and life skills may hinder the effectiveness of instruction (Davis et al., 2021a), increase maladaptive student behavior (Jeon et al., 2019), increase burnout and turnover (Goldring et al., 2014; Seagraves- Robinson, 2012), and negatively impact teacher physical and psychological ­well- being (Hoglund et al., 2015). Our research indicates that Our research indicates that teacher TEI/SEL skills have not historically been teacher TEI/SEL skills have stressed as essential areas required for teachers (Davis et al., 2021a, b), not historically been stressed potentially being viewed as non-essential to teach formally; instead, these as essential areas required skills are expected to emerge with age and maturity. However, this study for teachers. indicates that these skills could be improved through their inclusion in teacher preparation curriculum as well as teacher professional development. Preparing for a positive and healthy life provides an opportunity (and certainly a challenge) to teach skills balancing traditional cognitive development with emotional development supported by practical knowledge, and by SEL and TEI skills. AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 91More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 We have learned the Designing pre-service and professional development opportunities similar to important role positive the one used in this study (see Davis et al., 2021a and b for additional details) assessment plays in to prepare participants for teaching responsibilities may be useful for instilling producing meaningful growth, resilience, increasing job satisfaction and decreasing burnout/turnover. Further, development and change. according to TEI philosophy, theory and practice, we have learned the important role positive assessment plays in producing meaningful growth, development and change. This project used positive the assessment SCALE® followed by a step-by-step, experiential learning process with coaching and mentoring to help develop TEI/SEL skills. Nature of TEI/SEL skill development As mentioned, we referenced that the impact of AI can only be determined in three ways: a change in how one feels, how one thinks or what one does (Davis, 2019). We also stated that our current research underscores the value of a two-mind (rational-cognitive and experiential-constructive thinking processes) approach when training teachers in TEI/SEL skills. In this study, both participants made multiple references to awareness and self-awareness as the cornerstone of their skills development and implementation, supporting a change in how they think or feel about their lived experiences and using both minds to process those experiences. It is important to note that our findings did not elevate one CASEL domain over another, similar to the TEI framework’s not placing one skill over others. Rather, both considered all skills to be equally important and applied over a gradation specific to the environment in which the individual is engaged. Highest learning is Highest learning is demonstrated through generalization of the person’s ability demonstrated through to perform the skills under different conditions, such as home and work; in generalization of the person’s different ways or scenarios; and to maintain them over time, even after all ability to perform the skills teaching of that skill has stopped. In this study, nearly two years post-training, under different conditions. the participants are still understanding and using their learned TEI/SEL skills and declaring their use in their personal, professional and social lives. Further evidence for skill learning is marked by the SCALE® results over time. As described in this article, there is evidence of skill improvement and maintenance from the three SCALE® positive assessment administrations. Their learning is enduring, nearly three years after the study ended, when the interviews were conducted. This lends support to research that shows SEL/TEI training can improve academic performance and may also contribute to adult learning. AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 92More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 The authors of this study The authors of this study believe that the effectiveness of implementing SEL believe that the effectiveness competencies in schools will depend on providing teachers with the opportunity of implementing SEL to explore, experience and gain comfort with key TEI skills supporting the competencies in schools will SEL wheel. Certainly, their students will need this same approach to learn depend on providing teachers how to develop, use and apply emotional skills to navigate life and career. with the opportunity to In transformative EI philosophy, theory and practice, balanced learning and explore, experience and gain development are achieved with this dual-process learning strategy. comfort with key TEI skills supporting the SEL wheel. Utility of AI for teaching TEI/SEL skills Because AI and TEI are philosophically and operationally founded on similar principles of positivity and development as well as being strengths-based, it makes sense that using AI to teach TEI is conducive to learning. As our results indicate, using AI and TEI processes such as Positive Assessment also promote the development of important SEL competencies (see Appendix B). To engage students in elementary and secondary school grades in meaningful and authentic ways, it is necessary for teachers to be comfortable with the new teaching duties and responsibilities inherent within SEL education. Using an AI approach allows one to respectfully engage teachers’ perspectives whilst providing the dialogue to guide development within thirteen specific TEI/ SEL skills important for education, career and life preparation. Teachers can implement an AI-guided approach similar to the one used in this study (see Davis et al., 2021a, b) when teaching SEl to elementary and secondary school students. Useful strategies for teaching TEI/SEL Responses suggested the During this study, myriad strategies were used to support different learning use of AI to guide the TEI/SEL preferences. Some of the interview questions asked participants about their training was beneficial and experience with the study structure and strategies used. Responses suggested likely to be useful for future the use of AI to guide the TEI/SEL training was beneficial and likely to be useful trainings. for future trainings. Davis et al. (2021a, b) provided specific recommendations for how to use AI to prepare twenty-first century teachers to be excellent educators both internal and external to the classroom. Another salient strategy, mentioned by both participants several times, was the use of mentoring in the change process. Over the course of the training, participants received instructor and peer mentoring during meetings via Zoom and private coaching sessions with the primary researcher to help them understand the concepts, identify their current use of skills, and navigate AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 93More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 scenarios that required application of these newly learned skills. Using mentoring in future TEI/SEL trainings affords teachers the opportunity to share areas of strength and struggle, receive feedback and support from peers and the instructor, and time to explore various dimensions of their own personal and professional development. The dialogic basis of AI – In fact, the dialogic basis of AI – story telling – along with the coaching strategy story telling – along with of flipping and reframing a scenario appeared to have a significant impact on the coaching strategy of learning for both participants. Though each participant had their own story to flipping and reframing a tell and skills to develop, both were able to internalize and sustain their learning scenario appeared to have from this study. a significant impact on learning for both participants. Finally, self-assessment is an important component for effective teaching (Pollock & Tolone, 2021), including the teaching of TEI/SEL skills. Utilizing a positive assessment like the SCALE® provides teachers with the opportunity to learn directly through the experience of self-awareness. Pairing the SCALE® with the complementary text (i.e., Teaching and Learning Excellence by Nelson et al., 2017) made positive self-assessment, coaching and personal meaning come alive, as reported in live conversation with our 30 participants during the training part of the study, and reiterated with the two participants during the case study. Infusing a similar process in teacher preparation programs and professional development can have the same effects present in the results of this study as well as provide a model that teachers can use to help their students in their own learning of TEI/SEL competencies and skills. We would add that this preliminary study, though provocative, does have limitations due to the sample size and recognize that further study is needed. Even with this limitation, the authors believe the study is relevant for teacher education and preparation programs. SCALE®, positive assessment, and book Teaching and Learning Excellence: Engaging Self and Others with Emotional Intelligence (Nelson et al., 2015) used for the beginning phases of the project are supported by substantive long-term research and applications for people, education and organizations. The case study size provides a small yet convincing example of applying person-centered learning with AI, positive assessment methodology, teaching, coaching and mentoring. Conclusions In this study, we explored two participants’ perceived experience of a TEI/ SEL training (Davis et al., 2021a, b) implemented using an AI approach by conducting semi-structured interviews and analyzing participants’ pre-post- follow-up SCALE® scores. The case study participants were a subgroup of the AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 94More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 The study provided great original 30 participants. Results of our data analysis indicated that participants insight into teacher perceived the TEI/SEL training to have a positive impact on their skills, as development of TEI/SEL and related to CASEL’s five domains of SEL. Both participants demonstrated growth a methodology to effectively in their skills from the first to the second SCALE® administration, indicating engage and generalize that efficacy of the training intervention’s book-study phase. learning. Continued improvement demonstrated in the third assessment in most areas, specifically in the areas they chose to develop during the skills coaching phase, indicated sustained improvement. Four key concepts emerged related to participants’ experience of the TEI/SEL training using an AI approach: 1. Importance of teacher TEI/SEL skills, 2. Nature of TEI/SEL skill development, 3. Utility of AI for teaching TEI/SEL skills, and 4. Useful strategies for teaching TEI/SEL skills. Overall, the study provided great insight into teacher development of TEI/ SEL and a methodology to effectively engage and generalize that learning, as detailed in Social Emotional Learning: A Framework for Practice and Pedagogy (Davis et al., 2021b). This study also supports the AI process model as an effective delivery model for TEI/SEL trainings as presented in Social Emotional Learning: An Appreciative Approach to Teacher Development (Davis et al., 2021a). Note: Trustworthiness and researcher bias To maintain trustworthiness and ensure credibility of results, the research team used prolonged engagement with the data, triangulation, peer debriefing and member checks (Lincoln & Guba, 1985). Before the interviews, the research team had interacted with participants over a period of months during the training. They used interviews and SCALE® assessment results to triangulate data. Three research team members were involved in the coding process (Denzin, 1978; Lincoln & Guba, 1985). Additionally, the three team members involved in the coding process met with a fourth team member, who served as a peer debriefer, to discuss and review the emerging themes. Finally, regarding member checks, the two participants were allowed the opportunity to check the transcripts for accuracy, review emergent themes, and provide feedback on both. Although experience played a role in analyzing the data, the research team put measures in place to prevent any assumptions from influencing the results. For example, investigator triangulation, peer debriefing and member checks helped minimize any researcher bias that may have otherwise occurred (Lincoln & Guba, 1985). AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 95More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 REFERENCES Collaborative for Academic, Social, and Emotional Learning. (n.d.). SEL: What are the core competence areas and where are they promoted? https://casel.org/selframework/ Davis, K. K. (2019). Exploring Best Practices Among Appreciative Inquiry Practitioners for Determining Impact. AI Practitioner, 21(3), 79–103. doi:10.12781/978-1-907549-40-3-11 Davis, K. K., Christian, D. D., Hammett, R., Low, G., & Seagraves-Robinson, T. (2021a). Social Emotional Learning: An appreciative approach to teacher development. AI Practitioner, 23(3), 122–135. doi:10.12781/978-1-907549-48-9 Davis, K. K., Christian, D. D., Hammett, R., Low, G., & Seagraves-Robinson, T. (2021b). Social Emotional Learning: A framework for practice and pedagogy. AI Practitioner, 23(4), 91–101. doi:10.12781/978-1-907549-49-6-17 Denzin, N. K. (1978). Sociological Methods: A sourcebook. McGraw-Hill. Epstein, S. (1998). Constructive Thinking: The key to emotional intelligence. Praeger Publishers. Goldring, R., Taie, S., & Riddles, M. (2014). Teacher Attrition and Mobility: Results STRESS AND RESILIENCY: From the 2012–13 Teacher Follow-up Survey (NCES 2014-077). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [March 1, 2016] from http://nces. ed.gov/pubsearch. Hefferson, K., & Gil-Rodriguez, E. (2011). Methods: Interpretative phenomenological analysis. The Psychologist, 24(10), 756–759. https://thepsychologist.bps.org.uk/volume-24/edition-10/ methods-interpretative-phenomenological-analysis Hendricks, D., Palko, S., & Dreyfus, A. (n. d.). Autism Q & A: What is applied behavior analysis? [Education]. VCU Autism Center for Excellence. https://vcuautismcenter.org/resources/factsheets/printView.cfm/982 Hoglund, W. L. G., Klingle, K. E., & Hosan, N. E. (2015). Classroom Risks and Resources: Teacher burnout, classroom quality and children’s adjustment in high needs elementary schools. Journal of School Psychology, 53(5), 337-357. Jennings, P. A. & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. Jeon, L., Buettner, C. K., Grant, A. A., & Lang, S. N. (2019). Early Childhood Teachers’ Stress and Children’s Social, Emotional, and Behavioral Functioning. Journal of Applied Developmental Psychology, 61, 21–32. Li Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M., & Jones, S. M. (2010). Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The role of Head Start teachers’ psychosocial stressors. Early Education and Development, 21(1), 65-94. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Sage. Low, G. R., & Hammett, R. D. (2021). Transformative Emotional Intelligence for a Positive Career and Life. Emotional Intelligence Learning Systems, Inc. Merriam-Webster Dictionary. (2022). LEARNING. Merriam-Webster.com. https://www.merriam-webster.com/dictionary/learning AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 96More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 Montgomery, C., & Rupp, A. A. (2005). A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers. Canadian Journal of Education, 28(3), 458–486. Nelson, D. B., Low, G. R., Nelson, K. W., & Hammett, R. D. (2015). Teaching and learning Excellence: Engaging self and others with emotional intelligence. Emotional Intelligence Learning Systems. Nelson, D. B., & Low, G. R. (2011). Skills for Career And Life Effectiveness – SCALE® [Assessment instrument]. https://www.doscale com Pollock, J. E., & Tolone, L. J. (2021). Improving Student Learning One Teacher at a Time (2nd ed.). ASCD. Seagraves-Robinson, T. (2012). The Relationship Between Florida’s Beginning Elementary Teachers’ Emotional Intelligence, Select Demographic Characteristics and Performance. Smith, J. A., & Osborn, M. (2015). Interpretative Phenomenological Analysis as a Useful Methodology for Research on the Lived Experience of Pain. British Journal of Pain, 9(1), 41–42. https://doi. org/10.1177/2049463714541642 Wagner, S. L., Forer, B., Cepeda, I. L., Goelman, H., Maggi, S., D’Angiulli, A., Wessel, J. Hertzman, C., & Grunau, R. E. (2013, February). Perceived Stress and Canadian Early Childcare Educators. Child & Youth Care Forum, 42(1), 53–70. https://doi.org/10.1007/s10566-012-9187-5. Appendix A Thoughts on SEL Standards and Teaching SEL What were a few of your initial thoughts and feelings about adding new SEL teaching standards to use with students? How prepared are you, your fellow teachers, and new teachers to assume these new curricula standards with SEL skills and knowledge directly with students in the classroom? What is needed to prepare all teachers for this responsibility to teach students skills and principles that are in the personal, affective learning domain? What do you think students need to learn most to prepare for a positive career and life? Do you feel teachers are ready and prepared to add SEL into their teaching assignments now? If anything, what do you feel is needed to better prepare practicing teachers to guide SEL implementation with TEI skills, behaviors, and with learners and parents. If anything, what do you feel is needed in teacher education programs to guide SEL implementation with TEI skills for new teachers. Do you think there is a benefit if SEL/TEI Skills were added as part of the teacher induction Professional Development training? With some measure of confidence, do you believe SEL/TEI intervention is a positive strategy to help teachers cope better in the classroom? Add anything you think and feel will help you prepare for adding SEL in your own teaching? Add anything you think and feel would help teacher colleagues prepare for adding SEL in their teaching? From your experience, what do students need in order to be ready to transition from school to next chapter of their lives? AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 97More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 Perceived Impact of the SEL/TEI Training Reflecting back and to move forward with our project and book study with teachers with an AI, SEL, TEI focus, what would you like to share now that may not have been as clear or obvious when the book study concluded over a year ago? Based on the knowledge you acquired about SEL/TEI during the study group, can you identify specific SEL skills that have helped you navigate challenging classroom situations better? The book selected for the book study was designed to facilitate dialogue and conversations related to SEL competencies and related skills. Please share any dialogue or conversations you have had with colleagues about integrating SEL to begin teaching students. Looking back and looking forward, do you feel more or less prepared to balance teaching and learning with both traditional and not so traditional content (knowledge) for developing personal, emotional, relationship, and life skills? If more prepared, please share what aspects of the book study that improved your ability or confidence to better teach these important skills? What insights did you discover about your own needs in terms of developing personal, emotional, relationship, and life skills? What insights have you discovered about the needs of other teachers as a result of the book study? What skill areas did you identify as strengths; skills to develop further; areas to learn more about for yourself? What have you learned, relearned, or discovered by participating in our project? Thoughts on the SCALE® assessment Please share your thoughts about beginning the study with a positive assessment — Skills for Career And Life Effectiveness (SCALE). What did you discover about yourself during the positive assessment, Explore phase of the study? If you used the SCALE instrument’s self-interpretation guide and embedded PDF files to learn more about specific TEI skills, please share how you used them. Anything else? Appendix B SEL and TEI Competency and Skill Connections SEL Competencies/Skills TEI Competencies/Skills Evidentiary Participant Interview Statements Social Awareness: The ability to take perspectives • Interpersonal Skills Olivia & empathize; inclusion of diverse backgrounds, • Influence • I think stories are powerful. And I think hearing teacher stories of cultures. The ability to understand social and • Comfort (Social ethical norms for behavior and to recognize family, Awareness) this is, this was the situation, this is how I handled it. school, and community resources and supports. • Empathy • They need a space, and at least one person in their lives, that • Decision Making • Communication under they can go to and ask questions about things, and be directed in stress (Assertion, there, and you know, okay here’s this resource for you and that’s Aggression, Deference) what, that’s what we want counselors to be. AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 98More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 SEL Competencies/Skills TEI Competencies/Skills Evidentiary Participant Interview Statements Key Features: perspective taking, empathy, Deng appreciating diversity, respect for others • Teaching is a very human profession dealing with other people and their needs; They need to learn how to get along with each other. • By understanding situations and building general empathy, teachers coming in would be much more prepared, and effective. I feel like when I know these things about them, when they have a bad day, I can talk about what they love, or ask them how work is going. Responsible Decision-Making: To make • Intrapersonal Skills Olivia constructive choices about behavior and • Career Life Skills • Learning how to do hard things naturally social interactions based on ethical standards, • Drive Strength • Already do a lot of these things and are attuned to it, and model safety concerns, and social norms. The realistic • Decision Making evaluation of consequences of various actions, • Commitment Ethic it, you know model them for their, their students, which I think and a consideration of the well-being of oneself • Time Management is one of the most effective ways to teach it is just through right and others. • Influence most effective way to teach a lot of things, through modeling • Commitment Ethic and productive struggle. Key Features: identifying problems, analyzing Deng situations, solving problems, evaluating, reflecting, • Giving students the benefit of the doubt. You just need to try to ethical responsibility help them so that they don’t see you as an enemy • Share what’s not worki Self-Management: To successful regulate • Career–Life Skills Olivia emotions, thoughts, and behaviors in different • Intrapersonal Skills • Learning how to fail and not give up right, so that that resilience, situations, effectively manage stress, controlling • Interpersonal Skills impulses, and motivating oneself. The ability to • Change Orientation that persistence, perseverance set and work toward personal and academic goals. • Stress Management • I’ve sat in quite a few teacher lounges and listened to teachers Key Features: impulse control, stress complain about students and sometimes you have to do that, management, self-motivation, goal setting, sometimes you’ve got to sit and complain; Because if you don’t organizational skills. get it off your chest, you might blow up in the classroom Deng • Be patient. • Definitely learned how to find what my triggers are and how to, to deal with them in a timely fashion; Just not let them get to me; knowing how to circumvent and how to stay calm in those situations Relationship Skills: To establish, maintain healthy, • Intrapersonal Skills, Olivia rewarding social interactions, relationships, • Interpersonal Skills • Why haven’t we talked about this specifically for high school with diverse individuals and groups. The ability • Influence to communicate clearly, listen well, cooperate • Change Orientation students? Like this is the missing key. with others, resist inappropriate social pressure, • Personal Communication • How are these teachers going to implement SEL and model negotiate conflict constructively, and seek and (Assertion, Aggression, offer help when needed. • Deference) it when they do not have the skills themselves; we have to • Empathy cultivate these skills within teachers, otherwise it’s just another Key Features: communication, social engagement, • Drive Strength thing that reading from a script. relationship building, teamwork. • Time Management Deng • Commitment Ethic • Definitely learned how to find what my triggers are and how to, Influence to deal with them in a timely fashion; Just not let them get to me; knowing how to circumvent and how to stay calm in those situations. • Empathy was good. Ah, the assertiveness is, I think that’s the biggest, biggest change that I’ve had in the entire thing, • And at first, I didn’t understand why it was a problem to not have high assertiveness, they’re not necessarily opposites, but they are, they definitely have different goals. Goals that go in opposite directions. so, I didn’t realize that until I saw on my SCALE assessment that those two did go in opposite directions. My empathy went down, whereas my assertiveness went up. AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 99More articles at www.aipractitioner.com

May 2022 ISBN 978-1-907549-51-9 Practitioner Volume 24 Number 2 SEL Competencies/Skills TEI Competencies/Skills Evidentiary Participant Interview Statements Self-Awareness: To accurately recognize one’s • Positive self- Olivia own emotions, thoughts, and values and how they assessment of SCALE® • Why haven’t we talked about this specifically for high school influence behavior. The ability to accurately assess • skills. one’s strengths and limitations, with a well- • Self Esteem students; like this is the missing key. grounded sense of confidence, optimism, and a Personal Communication • How are these teachers going to implement SEL and model “growth mindset”. (Assertion, Aggression, Deference) it when they do not have the skills themselves; we have to Key Features: identifying emotions, accurate self- • Comfort cultivate these skills within teachers, otherwise it’s just another Empathy thing that reading from a script. perception, recognizing strengths, self-confidence, • Career–Life skills Deng (Drive Strength, • Definitely learned how to find what my triggers are and how to, self-efficacy. • Decision Making, Time to deal with them in a timely fashion; Just not let them get to Management, Influence, me; knowing how to circumvent and how to stay calm in those • Commitment Ethic) situations. • Personal Wellness skills • Empathy was good. Ah, the assertiveness is, I think that’s the • (Stress Management, biggest, biggest change that I’ve had in the entire thing, Physical Wellness) • And at first, I didn’t understand why it was a problem to not have Personal Communication high assertiveness, they’re not necessarily opposites, but they (Assertion, Aggression, are, they definitely have different goals. Goals that go in opposite Deference) directions. so, I didn’t realize that until I saw on my SCALE Personal Change assessment that those two did go in opposite directions. My Orientation. empathy went down, whereas my assertiveness went up. Note. SEL information adopted from Collaborative for Academic, Social, and Emotional Learning (n.d.). AI Practitioner, May 2022, Davis et al.: Social Emotional Learning and Teacher Development, Part 3 Back to Table of Contents 100More articles at www.aipractitioner.com