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Teaching the Whole Child

Research-to-Practice BriefJANUARY 2014 Teaching the Whole ChildInstructional Practices That Support Social-Emotional learning in Three Teacher Evaluation FrameworksCenter on GREAT TEACHERS & LEADERS at American Institutes for Research ACKNOWLEDGMENTSThe author would like to thank Angela Minnici, Jenny Scala, Ellen Cushing, and Catherine Jacques for their input on drafting the brief, as well as their review and revisions. The author would also like to thank the following for their helpful reviews of the manuscript: David Osher, Tori Cirks, Greta Colombi, Jenni Fetters, Joyce Harris, Kathryn Broullire, and Vickie BriefTeaching the Whole ChildInstructional Practices That Support Social-Emotional learning in Three Teacher Evaluation FrameworksRevised Edition JANUARY 2014 Nicholas Yoder, 1 Introduction 2 Understanding Social-Emotional learning 2 What Is Social-Emotio

Teaching the Whole Child nstructional Practices That Support SEL in Three Teacher Evaluation Frameworks 4 Table 1. Skills Related to Five Overarching Social-Emotional Competencies Social-Emotional Competency Social-Emotional Learning Skills Related to Each Competency Self-awareness ¡ Label and recognize own and others’ emotions

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gtlcenter.org

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