With chapters from experienced teachers and school and district leaders, this text provides a wealth of practical strategies and inspirational guidance on incorporating social-emotional and ethical learning across a district and educational community.
Brian Gatens, EdD, superintendent of the Emerson Schools District and serving on the Emerson Board of Education since 2013. He has also served in school leadership (superintendent or principal) in the Norwood, Harrington Park, and Hawthorne Public Schools Systems.
Series Preface: Dominic P. Scibilia
Foreword: Raymond Kiem
Introduction: Brian Gatens and Dominic Scibilia
Section I: The District Vision and Administrative Praxis
Chapter 1: The social emotional life of a school system
The district superintendent as mentor
Brian P. Gatens, EdD
Chapter 2: Social-Emotional Journey
The Life and Practice of the Teacher
Section II: The Memorial School (K-3)
Chapter 3: Journey to Support the Whole Individual Child
Kristin Gagliano, Principal
Chapter 4: Learning to Write Realistic Fiction
Self-Awareness and the Beginning of Moral Mindfulness
Nicole Masucci, Teacher - First Grade
Section III: The Villano School (Grades 4-6)
Chapter 5: Making SEL a Way of Being
Jessica Espinoza, Principal
Chapter 6: The Three Dimensions of Social Emotional Learning in School
from the Lens of the School Social Worker
Section IV: The Junior - Senior High (Grades 7-12)
Chapter 7: Using Socratic Seminar to Engage Students in Social-Emotional Learning
Jennifer Norato and Jessica Polizzi, Social Studies Teachers
Epilogue: Dominic P. Scibilia
About the Authors
A complete education must address the whole child, including the ethical, social-emotional, imaginative, and intellectual capacities of children. With chapters from experienced teachers and school and district leaders, this text provides a wealth of practical strategies and inspirational guidance on incorporating social-emotional and ethical learning across a district and educational community.
A wonderful resource addressing the challenge of a lack of social/emotional development as an impediment to learning. It contains real and relatable situations found in my school and my classroom. Because it is written by actual working teachers, the book is accessible; I felt welcomed as an observer into their classrooms. In addition, it also focuses on care for the adults in the school community, in particular “checking in on each other as professionals and as people.” The book is a practical handbook that fosters an environment of care and mutual learning for both students and teachers in the classroom.