Social Emotional Learning: An Appreciative Approach to Teacher Development

septiembre/September 2021 Practitioner Volume 23 Number 3 International Journal of Appreciative Inquiry ISBN 978-1-907549-48-9 dx.doi.org/10.12781/978-1-907549-48-9 Desarrollando Equipos Apreciativos: Una Perspectiva Latinoamericana Developing Appreciative Teams: A Latin American Perspective Edited by Sign up for our free AIP eNews  Ignacio Pavez and Federico Varona Co-publishers The David L. Cooperrider Center for Appreciative Inquiry and Kessels & Smit, The Learning Company Cover graphics courtesy of Miriam Subirana •   www.aipractitioner.com/subscriptions

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner dx.doi.org/10.12781/978-1-907549-48-9-16 Volume 23 Number 3 Kimberly Davis David D. Christian Kimberly Davis, Ed.D., is a school district administrator David D. Christian, PhD is a licensed professional counselor/ experienced 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 in Texas, David joined the faculty at the University of Arkansas performance improvement for private, government, and non- where he is currently an associate professor of Counselor profit organizations. She also holds certifications as an AI Education and Supervision specializing in school counseling, Facilitator 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 for 18 years in Tallahassee Florida. She is a contract specialist at Eglin Air Force Base; 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: An Appreciative Approach to Teacher Development This article describes a study I n this first article we introduce the study and why it was chosen as a project, of an appreciative approach to and provide a brief description of the appreciative approach for the teachers’ support teachers in learning development. A description of the study itself will be published later in 2021, how to support children up to with a plan to publish a follow-up article in 2022, describing what we learned and 18 years old in the fields of presenting two case studies of teachers. social emotional learning (SEL) and Transformative Emotional The study purpose and structure Intelligence (TEI). Navigating the evolution of education that is occurring in these times of a pandemic supports the impact of this study, deeming it more pertinent than ever. Our purpose for contributing this article is to present the Appreciative AI Practitioner, September 2021,Davis et al: Social Emotional Learning and Teacher Development 122More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 Research has uncovered Inquiry (AI) model with the TEI model and provide the rationale for using both various benefits of SEL models in faculty development, research, and educator preparation programs. instruction in schools, This study was open to educators for all children ages four to 18 and aimed including increasing students’ to develop teachers in a way that is not generally a focus in their preparation cognitive abilities and programs. This study explored developing teacher’s emotional intelligence as application of new knowledge. a way of better supporting student development and learning. Four aspects of this training were developed to address researcher-noted areas of resistance to teacher implementation of initiatives or best practices. Those areas include the teacher not understanding what is being asked of them, not knowing how to do what is asked of them, not feeling like they have the time to do what is asked of them, or not seeing a benefit of doing what is asked of them. These areas were addressed in separate phases to focus on each concern and will be discussed in more detail in the second article of this series later in 2021. Define: Why is SEL important? Research indicates that SEL can be taught to students (Rimm-Kaufman & Hamre, 2010) and schools are increasingly integrating SEL instruction into their overarching curriculum (O’Brien et al., 2005). Further research has uncovered various benefits of SEL instruction in schools, including increasing students’ cognitive abilities and application of new knowledge (Cunha & Heckman, 2008; Zins et al., 2007) and increased motivation to learn, commitment to school, effort towards schoolwork, and improved classroom behavior (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2015). A meta-analysis of 213 school-based SEL programs that involved 270,034 four- to-18 year- old students across the United States found that receiving SEL instruction improved social-emotional competence, attitude and behavioral adjustment, and increased academic achievement compared to students who did not received SEL instruction (Durlak et al., 2011). They concluded that SEL curriculum can and should be integrated into campus routines, and can be effectively delivered by school staff, particularly teachers. Why is supporting teachers in learning to work on SEL important? SEL curriculum can and The recognition that teachers need specific training in SEL curriculum should be integrated into development and delivery has accompanied the call for increased focus on campus routines, and can be SEL in primary and secondary school students (Durlak et al., 2011; Zins et al., effectively delivered by school 2007). Most importantly, teachers need knowledge about child and adolescent staff, particularly teachers. social, emotional and cognitive development that they can use to develop age- appropriate SEL curriculum, which research has shown to improve academic outcomes (Rimm-Kaufman & Hamre, 2010; Schonert-Reichl et al., 2017). Also, teachers need training in student-centered classroom management techniques AI Practitioner, September 2021,Davis et al: Social Emotional Learning and Teacher Development 123More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 (Zins et al., 2007). Finally, teachers need training in the components of SEL, and the CASEL organization provides a competency-based framework for such training. Exposure to this framework could help teachers understand the importance of classroom curriculum and instruction, school climate and policies that promote positive student engagement, and family and community involvement in SEL programming. Further, they would learn the five SEL competencies (CASEL, 2015). Receiving training in development, appropriate classroom management skills, and a framework for SEL is important to equip teachers to implement SEL in their classrooms (Zins et al., 2007); however, many teachers lack this type of training (Jennings & Greenberg, 2009). The ideal place is for this to occur during teacher training programs (Greenberg et al., 2011). However, another option is necessary for teachers already in the classroom who did not receive SEL training in college. Discovery: What is SEL? SEL is the process through which 4-to 18-year-old students develop skills to recognize and manage their emotions, display care and concern for peers, form positive and meaningful relationships, make responsible decisions, and navigate challenging situations effectively (Weissberg, 2015; Weissberg & Cascarino, 2013; Zins et al., 2007). Dualistic in nature, SEL skills involve both emotional aspects – the ability to recognize and manage one’s emotions – and social aspects – the ability to navigate social settings as well as create and maintain meaningful relationships. Schonert-Reichl et al. (2017) reported that “for children to achieve their full potential as productive, adult citizens in a pluralistic society and as employees, parents, and volunteers, there must be explicit and intentional attention given to promoting children’s social and emotional competence in schools” (p. 16). Research has linked the use of SEL to increased academic achievement and improvements in both physical and mental health (Brackett et al., 2012; Durlak et al., 2011). Essentially, SEL provides teachers, school counselors and other stakeholders with relevant strategies to prepare students for “the tests of life, not a life of tests” (Elias, 2001). What is TEI? “Social emotional skills” is the general term referenced with youth; however in adults, the term generally used for these skills is emotional intelligence AI Practitioner, September 2021,Davis et al: Social Emotional Learning and Teacher Development 124More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 Transformative Emotion (EI). Over time, the perspective of what EI is and how it may be applied has Intelligence succinctly changed. This has evolved from a simple manner of describing an individual’s described is the ability abilities to a learning system that has a transformative effect (Table 1.). Work to think constructively and published by Nelson and Low (2011) described a TEI learning model called the act wisely. Emotional Learning System (ELS) to summarize the change process for EI skills development. Transformative EI was succinctly described through this learning system as the ability to think constructively and act wisely. In addition to the ELS, we also emphasize the importance of positive change in TEI. We must learn to direct ourselves in ways that keep us healthy and productive in a rapidly changing and stressful world, and this principle of positive change is nowhere more relevant than for educators. The TEI perspective was chosen because the embedded learning system process mirrors the AI process model and can be used as a framework for teacher development. The integration of TEI and AI into a model for personal growth in interpersonal and intrapersonal skills, specifically, could be the bridge between an integrated SEL curriculum and increased student achievement academically, socially and longitudinally. Table 1: Brief overview of some emotional intelligence Researcher E. I. Perspective Year perspectives Salovey and Mayer 1990 Bar-On Ability Perspective 1997 Goleman Non-Cognitive Emotional 1998 Quotient Nelson and Low 2011 Potential for Learning & Skills Based Transformative Emotional Intelligence Teachers as implementors of SEL? Teacher SEL competence is an An interesting meta-analysis of SEL programs by the Rand Corporation important contributor to the researchers identified 60 interventions that have proven effective. Rand’s student–teacher relationship. published results included a summary of evidence that indicated the intervention, sample, a positive result, special populations, implementers and key intervention components. This discussion focused on the implementer; specifically, the teacher as an implementer. In this publication, 47 of the 60 identified intervention programs were either teacher-implemented or in conjunction with the teacher (Grant et al., 2017a). In a review of literature, the relationship between teacher SEL and academic outcomes of students, Jennings and Greenberg (2009) concluded that teacher SEL competence is an important contributor to the student–teacher relationship which they connected to student SEL competency and academic achievement. AI Practitioner, September 2021,Davis et al: Social Emotional Learning and Teacher Development 125More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 Additional research provides added support for the idea that, because teachers are the school staff primarily responsible for delivery, their SEL competence and attitude toward SEL curriculum influences its implementation, sustainability and impact on students (Bowden et al., 2003; Gingiss et al., 1994). Further, teachers play a critical and determining role as both models of SEL in the classroom and in influencing the four elements of SEL development in schools: curriculum, pedagogical methods, classroom management and school climate (Jones et al., 2013). Teachers’ effectiveness in this role is determined by their training regarding SEL as well as their own level of SEL competence (Jones et al., 2013). Dream: Impact of teachers on SEL There is a substantive body of research that supports the impacts teachers can have on student learning which are most effective when grounded in relationships of care and trust between teachers and students. John Hattie (2018) published a list of factors, ranked by effect size, based on nearly 1200 meta- analyses that placed collective teacher efficacy as the strongest factor to impact student achievement. “Collective Teacher Efficacy is the collective belief of teachers in their ability to positively affect students. With an effect size of d = 1.57 Collective Teacher Efficacy is strongly correlated with student achievement” (Hattie, 2018, Abstract). Hattie’s (2018) third most influential factor was identified as the teacher estimates of [student] achievement (d = 1.29); student self-reported grades was the number two factor (d = 1.33). To be effective at providing According to Schonert-Reichl et al. (2017), effective SEL instruction requires a SEL instruction, teachers safe, caring, supportive and well-managed environment that fosters student must not only possess social- development and allows for SEL skill practice. To be effective at providing SEL emotional competence instruction, teachers must not only possess social-emotional competence themselves, but also have the themselves (Schonert-Reichl et al., 2017), but also have the capacity to capacity to demonstrate that demonstrate that competency to students (Yoder, 2014). competency to students. Teachers can demonstrate social-emotional competency by using social- emotional language in the classroom, creating a warm and supportive learning environment, promoting collaborative student learning, fostering responsible decision-making, facilitating healthy classroom discussions, ensuring discipline is student-centered, and modeling SEL skills for students (Yoder, 2014). However, before they can demonstrate or teach SEL skills, they must first foster SEL in themselves. This important premise provided the rationale for this study in developing teacher TEI skills. AI Practitioner, September 2021,Davis et al: Social Emotional Learning and Teacher Development 126More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 Impact of SEL on learning An AI approach to teacher A large body of literature describes the need for increasing SEL competencies and professional development can many ways of implementing such strategies in the classroom. “Studies over the add something substantial past decade have shown that social and emotional competencies, such as self- that is currently missing from management and relationship skills, play important roles in students’ success” these programs. (Grant et al., 2017a, p.2). The CASEL has established a widely used framework for elementary and secondary school students that identify five core competencies: self-awareness, self-management, social awareness, relationship skills and responsible decision-making. Studies are now emerging that add SEL to the discussion of factors that impact academic achievement. A recent meta-analysis of SEL research reported that “40 qualifying studies included in the final analysis based on pre-K–12 participants. The results of this review found that SEL had a positive effect on reading (ES = +0.25), mathematics (ES = +0.26), and (though small) science (ES = +0.19) compared to traditional methods, consistent with previous reviews” (Corcoran et al., 2018, Abstract).1 Research studies have Design/Delivery substantiated the early exit of teachers. There are many programs available to teach SEL to 4- to- 18-year-olds, however, we believe an AI approach to teacher professional development can add something substantial that is currently missing from these programs. As a rule, a mathematics teacher would not be assigned to teach reading without first having some mandated training and a demonstration of competency. This same premise could be applied to the successful implementation of a SEL program that necessitates a demonstration in their own EI of minimum competency by teachers. How could a teacher support SEL learning and competencies when they have not had training or may not have the developed emotional skills themselves? TEI skills in adults should be the model used to integrate and implement SEL, or emotional intelligence learning, in children. Learning topics for teacher training programs: Teacher SEL competence At least in the United States, traditional teacher preparation programs generally serve undergraduate students who have no prior teaching or work experience and often lead to a bachelor’s degree, though some may lead to a less prestigious teaching credential or certificate rather than a degree. This lesser credential can be problematic both from a cognitive and emotional perspective and requires some measure of intervention to keep the reported 8% of leavers from 1 In the United States, education for children three to five years old is referred to as pre-kindergarten (pre-k), and continues through twelth grade for students who are generally seventeen to eighteen years old. AI Practitioner, September 2021,Davis et al: Social l Emotional Learning and Teacher Development 127More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 Teaching is one of the most quitting their chosen profession (Goldring et al., 2014). Research studies have stressful human-service substantiated the early exit of teachers, especially teachers of color in urban and industry occupations. rural school districts areas; findings suggest they are more prone to emotional stress and burnout and prematurely leave their careers – in under three years (Seagraves-Robinson, 2012). Robinson’s study indicated several scholars recommend training in emotional intelligence as an intervention to alleviate the phenomenon of teachers leaving the profession within three to five years. Even with formal preparation programs, there is a plethora of research indicating that teaching is one of the most stressful human-service industry occupations, due to expectations associated with being a teacher (Montgomery & Rupp, 2005). Teachers must plan lessons, deliver curriculum, grade assignments and provide meaningful feedback; manage student behavior, individualize group instruction; manage time, stay up to date on best practices, navigate sometimes complicated relationships within their school building, and engage with parents – often a high-stress task. Beyond the classroom, teachers face stresses related to financial difficulties due to low salaries and the challenge of navigating social and familial responsibilities many sacrifice to tend to professional responsibilities (Li Grining et al., 2010; Wagner et al., 2013). Teaching during a pandemic, as is the case currently in 2021, increases stress exponentially on previous stressors while adding new stressors that are still being defined. Stress can decrease the physical and psychological health, job performance and professional engagement of teachers as well as increase burnout; factors that ultimately impact students negatively (Hoglund et al., 2015). Regarding the learning environment, teacher stress is negatively correlated with their response to children’s emotions and their creation of a developmentally appropriate and responsive classroom environment and positively correlated to students’ maladaptive behavior (Curbow et al., 2000; Jennings & Greenberg, 2009; Jeon et al., 2019). Similarly, other research has found that teachers with lower levels of SEL competence are less sensitive to students needs and are less likely to provide emotional support which can lead to decreased student motivation and achievement (Arens & Morin, 2016; Klusmann et al., 2016; Koenen et al., 2019; Shen et al., 2015). Finally, student on-task behavior also suffers when teachers are ill-equipped to manage their own stress (Marzano et al., 2003). The collective effects of this type of stress can lead to burnout and is the primary reason for the annualized 8% attrition rate from teaching in the United States. Burnout among those involved in special education is also ubiquitous. McDowell (2017) reported special education teachers experience “emotional exhaustion, depersonalization, and lack of personal accomplishment” because of long-term stress, which could lower quality in students’ individualized education programs (IEPs). McDowell concluded that, if special education teachers can avoid burnout, they will be better prepared to help their students meet their IEP goals. AI Practitioner, September 2021,Davis et al: Social Emotional Learning and Teacher Development 128More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 Providing EI training in While there is no “one size fits all” solution to burnout, Goad (as reported in preparing new teachers Nelson et al., 2015) indicated the need, importance and value of EI in teacher could strengthen pre-service preparation programs and theorized that providing EI training in preparing new education. teachers could strengthen pre-service education, teacher induction experiences and alternative certification programs with mentoring and more effective supervision. In a more recent research study, Williams (2021) investigated the need for understanding of instructor use of EI in higher education distance- learning environments and the effects of self-awareness. In the midst of the Covid-19 pandemic, a paradigm shift within education and online/virtual instruction became an immediate practice for all levels of education. With the influx of online learning programs from colleges and universities nationwide, it is important for online instructors to use self-awareness in their intentional use of EI in their instructional practices (Williams, 2021). Equal in importance is the need for the EI skill self-awareness embedded in teacher preparation programs for students up to 18 years of age. Addressing teacher stress through SEL. It is important for online For their own wellbeing, teachers need increased SEL competence (Brackett et instructors to use self- al., 2012; Jennings & Greenberg, 2009). In fact, previous literature has stressed awareness in their intentional the importance of programs to support the development of teachers’ SEL use of EI in their instructional competence (Buettner et al., 2016; Jennings & Frank, 2015). Through these practices. programs, teachers need to learn stress management techniques (Buettner et al., 2019), mindfulness skills (Meiklejohn et al., 2012), and how to apply the five CASEL competencies in their professions and daily lives. Because emotional management and strategies are essential in how educators deal with social and cognitive demands when communicating and interacting with others, the importance of TEI in teacher preparation is a meaningful path forward. Considering the mastery of emotional self-awareness is a first step toward exploring, coming to understand and pursuing personally meaningful change (Stein & Book, 2006), the behaviorally-based EI skills and ELS couched in Nelson et al.’s (2015) TEI framework provide a sound pathway for teacher professional development. Furthermore, integrated TEI skills and the ELS are easily added to teacher preparation programs to develop star performers in college graduates. We introduce some of those skills here, but an expanded discussion will be presented in article two of this series when we present the study, itself. AI Practitioner, September 2021,Davis et al: Social l Emotional Learning and Teacher Development 129More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 Stress management is an Stress management EI skill. Interestingly, stress management is the “elephant in the room” and must be talked about. The emotional stress that comes with the pedagogy warrants the need to evaluate teachers’ coping abilities and level of confidence (Seagraves- Robinson, 2012). Stress management is an EI skill; it cannot be avoided and is produced by both positive and negative change. Cognitive, emotional and behavior focus is required to manage stress, feeling better about the self and practice strategies for learning and developing (Nelson et al., 2015, p. 147). Assertion/Empathy Assertive communication is Cultivating relationships requires effective communication. The overarching the essential skill for creating, goal of the EI skill set of assertion is to learn that assertive communication is developing and maintaining the essential skill for creating, developing and maintaining healthy and effective healthy and effective personal personal and work relationships (Nelson et al., 2015). Within the realm of and work relationships. assertiveness, the skill of empathy is extremely important to recognize, and the duality of both skills can be very powerful because it respects the rights and feelings of others (Nelson et al., 2015, p. 130). Time management Time management is another self-management emotional skill and learned ability that requires prioritization of resources such as student counseling, mentoring, and grading papers that can be exhausting. When emotional focus is lost due to work overload, the mind can become strained and the value of contributions declines (Hall & Seagraves-Robinson, 2016). Teachers who can master time management will be able to manage themselves to stay on track. Anxiety management Developing the skill of anxiety management helps build healthy and effective relationships both internally (intrapersonally) and externally (interpersonally). Classrooms can be toxic when faced with student behavior issues. Classroom environments overflowing with highly distressing situations daily would benefit from employing teachers with strong emotional intelligence skills (Kremenitzer & Miller, 2008). What is important for teachers is to recognize and use the right strategies and EI skills to avoid the unintended consequences of anxiety in their communication with others. AI Practitioner, September 2021,Davis et al: Social Emotional Learning and Teacher Development 130More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 TEI skills require action, Commitment ethic and personal responsibility thought and cognitive reasoning to achieve The TEI framework elicits more skills worthy of mentioning, including ethical excellence in teaching commitment and personal responsibility. In education, the benefits of these and learning. skills are reflective of an insightful viewpoint asserted by Nelson et al. (2015). This EI skill area reflects upon the dynamic interaction about how you think (constructively), feel (reflectively) and behave (intentionally with skill) in achieving quality goals with high personal standards of performance. In summary, the TEI skills require action, thought and cognitive reasoning to achieve excellence in teaching and learning. The TEI skills highlighted in this first article are not all-inclusive and will be discussed more in the second article of this three-part series. Integrating AI and TEI skill sets in teacher preparation programs seemingly is a necessary path forward to aid in the development of highly qualified teachers skilled in SEL practices. The benefit to the school system would be to have skilled, emotionally intelligent teachers who can think constructively and act more wisely as they deal with the daily environmental pressures in the classroom. Because TEI skills can be learned, there may be a gradual, but formative change in the mindsets of teachers, creating a desire to be stayers in their teaching careers for longer than the all too typical 3–5 years. Delivery modes for teacher programming This research project (Davis et al., 2020) explored teacher development through four phases using the appreciative framework. The first phase was a learning module to understand TEI through a book study with a pre- and post-self- assessment. Second was the construction of a plan and coaching to develop a personal TEI skill chosen by the participant. In the third phase, the participants were coached in the integration of SEL competencies into their lesson plans. Finally, participants selected and implemented an SEL strategy identified by the Rand Corporation study (Grant et al., 2017b) and learned to track SEL data. Preliminary data that emerged from this exploratory case study (to be analyzed and discussed in a future follow-up article) indicates the apparent benefit of using the AI model for intentionally designing a program for the development of teacher TEI skills; their relationship strength in social, professional, and personal experiences and the need for further research on how to best structure and implement this type of training. What does seem apparent is the application of the AI model to intentionally design the program is a meaningful and important way to deliver the training. AI Practitioner, September 2021,Davis et al: Social l Emotional Learning and Teacher Development 131More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 The integration of AI and TEI Using the AI approach to teach EI skills development can be transformative into a model for personal and easy to implement through other modes, too. Professional development, growth in interpersonal and professional learning communities, teacher preparation programs, or other intrapersonal skills could support networks are just some of the ways AI can be applied. As stated earlier, be the bridge between an the integration of AI and TEI into a model for personal growth in interpersonal integrated SEL curriculum and intrapersonal skills, specifically, could be the bridge between an integrated and increased student SEL curriculum and increased student achievement academically, socially and achievement. longitudinally. Conclusion Understanding and implementing the AI process model to teacher development creates a platform for change that can be used for effective and continual improvement. As the need for SEL increases with the possible continuation of pandemic closures, altered life activities and eventual post-pandemic return to live instruction, having teachers fully prepared to support and manage the needs of their students and effectively cope with their own experiences and stress of change now takes priority. This study was completed on March 10, 2020, just ahead of the closure of schools due to the Covid-19 pandemic. The two teachers highlighted as case studies for one-year follow ups will report in future series articles on the impact this training had on their experience of the training and post training during the pandemic. REFERENCES Arens, A. K. and Morin, A. J. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108(6), 800. Bar-On, R. (1997). Bar-On Emotional Quotient Inventory: Technical Manual. Toronto, Canada: Multi-Health Systems Inc. Bowden, R. G., Lanning, B. A., Pippin, G. and Tanner, J. F. (2003). Teachers’ attitudes toward abstinence- only sex education curricula. Education, 123(4), 780–788. Brackett, M. A., Rivers, S. E., Reyes, M. R. and Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218–224. Buettner, C. K., Jeon, L., Hur, E. and Garcia, R. E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018–1039. Collaborative for Academic, Social and Emotional Learning (CASEL) (2015). CASEL guide: Effective social emotional learning programs: middle and high school edition. Collaborative for Academic, Social and Emotional Learning (CASEL): Chicago, IL. http://secondaryguide.casel.org/casel-secondary-guide.pdf AI Practitioner, September 2021,Davis et al: Social Emotional Learning and Teacher Development 132More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 Corcoran, R. P., Cheung, A. C. K., Kim, E. and Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta- analysis of 50 years of research. Educational Research Review, 25, 56–72. https://doi.org/10.1016/j.edurev.2017.12.001 Cunha, F. and Heckman, J. J. (2008). Formulating, identifying and estimating the technology of cognitive and noncognitive skill formation. Journal of Human Resources, 43(4), 738–782 . Curbow, B., Spratt, K., Ungaretti, A., McDonnell, K. and Breckler, S. (2000). Development of the child care worker job stress inventory. Early Childhood Research Quarterly, 15(4), 515–536. Davis, K. K., Christian, D., Hammett, R. D., Low, G. and Seagraves-Robinson, T. (2020). [Research Project] Social-Emotional Learning for K-12. https://www.motivatingexcellence.com/research-projects Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R. and Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi-org.pearl.stkate.edu/10.1111/j.1467-8624.2010.01564.x Elias, M. J. (2001). Prepare children for the tests of life, not a life of tests. Education Week, 21(4), 40. Gingiss, P. L., Gottlieb, N. H. and Brink, S. G. (1994). Increasing teacher receptivity toward use of tobacco prevention education programs. Journal of Drug Education, 24, 163–176. Goldring, R., Taie, S. and Riddles, M. (2014). Teacher Attrition and Mobility: Results STRESS AND RESILIENCY 44 From the 2012–13 Teacher Follow-up Survey (NCES 2014-077). U.S. Department of Education. Washington, DC: National Center for Education Statistics. http://nces.ed.gov/pubsearch. Goleman, D. (1998). Working With Emotional Intelligence. New York: Random House. Grant, S., Hamilton, L., Wrabel, S., Gomez, C., Whitaker, A., Leschitz, J., Unlu, F., Chavez-Herrerias, E., Baker, G., Barrett, M., Harris, M. and Ramos, A. (2017a). Social and emotional learning interventions under the Every Student Succeeds Act: Evidence review. RAND Corporation. https://doi.org/10.7249/RR2133 Grant, S., Hamilton, L., Wrabel, S., Gomez, C., Whitaker, A., Leschitz, J., Unlu, F., Chavez-Herrerias, E., Baker, G., Barrett, M., Harris, M. and Ramos, A. (2017b). How the Every Student Succeeds Act can support social and emotional learning. RAND Corporation. https://doi.org/10.7249/RB9988. Greenberg, J., Pomerance, L. and Walsh, K. (2011). Student Teaching in the United States. National Council on Teacher Quality. https://files.eric.ed.gov/fulltext/ED521916.pdf Hall, C. and Seagraves-Robinson, T. (2016). Vigoacre: The strategy of results driven communications (pp. 89 & 117). Hattie, J. (2018). Collective Teacher Efficacy (CTE) according to John Hattie. Visible Learning. https://visible-learning.org/2018/03/collective-teacher-efficacy-hattie/. Hoglund, W. L. G., Klingle, K. E. and 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. and Frank, J. L. (2015). Inservice preparation for educators. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg and T. P. Gullotta (Eds.), Handbook of Social and Emotional Learning: Research and Practice (pp. 422–437). The Guilford Press. AI Practitioner, September 2021,Davis et al: Social Emotional Learning and Teacher Development 133More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 Jennings, P. A. and 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. and Lang, S. N. (2019). Early childhood teachers’ stress and children’s social, emotional, and behavioral functioning. Journal of Applied Developmental Psychology, 61, 21–32. Jones, S. M., Bouffard, S. M. and Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94, 62–65. Klusmann, U., Richter, D. and Lüdtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), 1193. Koenen, A. K., Vervoort, E., Kelchtermans, G., Verschueren, K. and Spilt, J. L. (2019). Teacher sensitivity in interaction with individual students: the role of teachers’ daily negative emotions. European Journal of Special Needs Education, 34(4), 514-529. Kremenitzer, J. and Miller, R. (2008). Are you a highly qualified, emotionally intelligent early childhood educator? YC Young Children, 63(4), 106–108. Li Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M. and 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. Marzano, R. J., Marzano, J. S. and Pickering, D. (2003). Classroom Management that Works: Research-Based Strategies for Every Teacher. Association for Supervision & Curriculum Development. McDowell, J. R. (2017). Burning Out: the Effect of Burnout on Special Education, 2017. Brigham Young University Education and Law Journal. https://digitalcommons.law.byu.edu/elj/vol2017/iss1/4 Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., Frank, J., Burke, C., Pinger, L., Soloway, G., Isberg, R., Sibinga, E., Grossman, L. and Saltzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307. https://doi.org/10.1007/s12671-012-0094-5 Montgomery, C. and 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. and Low, G. R. (2011). Emotional Intelligence: Achieving Academic and Career Excellence in College and in Life. (2nd ed.). Pearson Higher Education. Nelson, D. B., Low, G. R., Nelson, K. W. and Hammett, R. D. (2015). Teaching and Learning Excellence: Engaging Self and Others with Emotional Intelligence. Emotional Intelligence Learning Systems. O’Brien, M. U., Weissberg, R. P. and Munro, S. B. (2005). Reimagining education: In our dream, social and emotional learning–or “SEL”–is a household term. Green Money Journal, 14(2), 57. Rimm-Kaufman, S. E. and Hamre, B. K. (2010). The role of psychological and developmental science in efforts to improve teacher quality. Teachers College Record, 112, 2988–3023. Salovey, P. and Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG Schonert-Reichl, K. A., Kitil, M. J. and Hanson-Peterson, J. (2017). To reach the students, teach the teachers: A national scan of teacher preparation and social and emotional learning. Collaborative for Academic, Social, and Emotional Learning (CASEL). AI Practitioner, September 2021,Davis et al: Social Emotional Learning and Teacher Development 134More articles at www.aipractitioner.com

septiembre/September2021 ISBN 978-1-907549-48-9 Practitioner Volume 23 Number 3 Seagraves-Robinson, T. (2012). The Relationship Between Florida’s Beginning Elementary Teachers’ Emotional Intelligence, Select Demographic Characteristics and Performance. Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N. and Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519–532. Stein, J. S. and Book, H. E. (2006). The EQ Edge: Emotional Intelligence and Your Success. Wiley & Sons. Wagner, S. L., Forer, B., Cepeda, I. L., Goelman, H., Maggi, S., D’Angiulli, A., Wessel, J. Hertzman, C. and Grunau, R. E. (2013, February). Perceived stress and Canadian early childcare educators. In Child & Youth Care Forum, 42(1), 53–70). https://doi.org/10.1007/s10566-012-9187-5 Weissberg, R. P. (2015). Education to promote all students’ social, emotional, and academic competence. In M. J. Feuer, A. I. Berman and R. C. Atkinson, R. C. (Eds.). Past as Prologue: The National Academy of Education at 50. Members Reflect. Washington, DC: National Academy of Education. Weissberg, R. P. and Cascarino, J. (2013). Academic learning+ social-emotional Learning= national priority. Phi Delta Kappan, 95(2), 8–13. Williams, A. M. (2021). Online Instructors’ Use of Emotional Intelligence in Higher Education Distance Learning. (Doctoral dissertation). Walden University. Yoder, N. (2014). Teaching the Whole Child: Instructional Practices that Support Social-Emotional Learning in Three Teacher Evaluation Frameworks. American Institutes for Research Center on Great Teachers and Leaders. Zins, J., Bloodworth, M., Weissberg, R. and Walberg, H. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational & Psychological Consultation, 17(2/3), 191–210. AI Practitioner, September 2021,Davis et al: Social Emotional Learning and Teacher Development Back to Table of Contents 135More articles at www.aipractitioner.com