Learning Environments

The second Standard of Effective Practice relies on six components to unpack learning environments through an asset-based mindset that honors the whole student. As educators develop this mindset, they will flexibly engage with all five SEL competencies. In particular, educators must rely on social awareness centered in belonging, relationship skills centered in collaborative problem-solving and responsible decision-making centered in curiosity.

Ideally, educators cultivate social awareness, relationship skills and responsible decision-making skills during their pre-service licensure programs and in-service practices, model and rely on those skills with colleagues, students, families, and community members in school and community settings, and utilize parallel grade-banded, benchmarked SEL competencies for students (SEL Framework: Five Competencies) in order to integrate evidence-based Social and Emotional Learning (SEL) practices across all subject areas and in all settings. For Standard Two: Learning Environments, we developed one learning goal for social awareness, two learning goals for relationship skills and one learning goal for responsible decision-making, set measurable benchmarks, provided a learning target for each benchmark with space for noting evidence of the benchmark and to action plan, and identified resources from local and national partners.

The uniform reflection template for learning targets is located to the right on the main menu. This template along with aligned learning targets can be used for syllabi creation, tier 3 licensure via portfolio, and district professional learning about adult transformative SEL.

Social Awareness Centered in Belonging

Belonging is focal among social awareness competencies and connotes experiences of acceptance, respect, and inclusion within a group or community. It implies not only feeling recognized but also being fully involved in relationship-building and co-creating learning spaces.

Learning Goal

Demonstrates awareness and respect of groups and their cultures, languages, identities, traditions, values and histories.

Standards Components

2DStudent Identities

The teacher fosters an environment that ensures student identities (such as, race/ethnicity, national origin, language, sex and gender, gender identity, sexual orientation, physical/developmental/emotional ability, socioeconomic class, and religious beliefs) are historically and socially contextualized, affirmed, and incorporated into a learning environment where students are empowered to learn and contribute as their whole selves.

Resources

Whole Child Policy

Benchmark

Demonstrate understanding of apparent and not apparent community/cultural practices, customs and ways of making meaning that impact communities differently.

Learning Target

I can show empathy, stay curious, and strive to understand the actions and perspectives of students.

Learning Goal

Demonstrates awareness and respect of groups and their cultures, languages, identities, traditions, values and histories.

Standards Components

2ERecognizing and Processing Inequities

The teacher understands and supports students as they recognize and process dehumanizing biases, discrimination, prejudices, and structural inequities.

Resources

Whole Child Policy

Benchmark

Evaluate strategies for recognizing and opposing stereotyping, prejudice and discrimination among individuals, institutions and social structures.

Learning Target

I can create brave spaces that use reflective listening and honor both differences and commonalities.

Relationship Skills Centered in Collaborative Problem-Solving

Collaborative problem-solving is focal among relationship skills competencies and reflects a complex skill set in high demand in our increasingly multifaceted local, national, and global contexts. Collaborative problem-solving is defined as the capacity of an individual to effectively engage in a process whereby two or more people attempt to solve a problem by sharing the understanding and effort required to come to a solution and pooling their knowledge, skills, and efforts to reach that solution.

Learning Goal

Demonstrate a range of communication and social skills to interact effectively.

Standards Components

2AWelcoming and Inclusive Classroom Community

The teacher knows how to collaborate with students to create a welcoming and inclusive classroom community that reflects the diversity of student cultures in the design of the physical and virtual space, expectations, and organizational routines that represent the needs of all students.

Resources

Environments Filled With Safety and Belonging

Benchmark

Create positive group dynamics to move group efforts forward.

Learning Target

I can model the process of working with students to solve problems, engaging in active listening, practicing reciprocal vulnerability, and contributing to the common good.

Learning Goal

Cultivates constructive relationships with others.

Standards Components

2CProactive Approaches to Behavior

The teacher understands the importance of relationship-based, culturally affirming, and proactive approaches to behavior and implements these approaches in order to improve student outcomes and reduce exclusionary practices.

Resources

Environments Filled With Safety and Belonging

Fostering Belonging, Transforming Schools: The Impact of Restorative Practices

Building a Positive School Climate Through Restorative Practices

Pushed Out: Trends and Disparities in Out-of-School Suspension

Benchmark

Demonstrate ability to develop relationships that are effective, supportive, and can be stable over time.

Learning Target

I can model trusting and culturally affirming relationships with students.

Learning Goal

Demonstrate a range of communication and social skills to interact effectively.

Standards Components

2FVerbal and Nonverbal Communication

The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.

Resources

Rich Learning Experiences and Knowledge Development

Benchmark

Demonstrate ability to adapt to a variety of contexts, audiences, tasks and feedback from self and others.

Learning Target

I can use nonviolent communication to clearly express respect for and responsiveness to all students.

Responsible Decision-Making Centered in Curiosity

Collaborative problem-solving is focal among relationship skills competencies and reflects a complex skill set in high demand in our increasingly multifaceted local, national, and global contexts. Collaborative problem-solving is defined as the capacity of an individual to effectively engage in a process whereby two or more people attempt to solve a problem by sharing the understanding and effort required to come to a solution and pooling their knowledge, skills, and efforts to reach that solution.

Learning Goal

Applies and evaluates decision-making skills to engage in a variety of situations.

Standards Components

2BMotivation and Engagement

The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build student self-direction and ownership of learning.

Resources

Environments Filled With Safety and Belonging

Benchmark

Analyze and evaluate evidence, arguments, claims, and beliefs to inform effective decisions.

Learning Target

I can design ways for students to explore and gather information according to their interests.