This resource comes from W.K. Kellogg Foundation’s work that includes recommended tools and resources for implementing racial equity strategies as part of a human resources function. This resource can be valuable to human resources and culture and equity professionals. It may also be useful to any leader doing internal organizational transformation work in school communities.
School principals have substantial impacts on many aspects of their schools, including school climate and culture, teacher well-being and retention, and students’ school success. As such, the personal and professional development of principals is a key element in creating a caring school in which adults and children feel welcomed, cared for, and challenged. It is now recognized that principals experience substantial job-related stress which can compromise their personal well-being as well as their leadership. Surprisingly, the social and emotional development and well-being of principals has received little attention.
This brief provides a conceptual model of the Prosocial School Leader, which has two components. The first is the principal’s own social and emotional competence (SEC) and the ability to handle stress and model caring and culturally competent behaviors with staff and students. The second component is an enhanced model of leadership in which principals are the prosocial leaders whose responsibility is to ensure that all staff, students, parents, and community members feel safe, cared for, respected, and valued. Principals’ SECs, well-being, and leadership form the foundation that influences the effective implementation of social and emotional learning (SEL), school climate, teacher functioning and well-being, family and community partnerships, and downstream student outcomes.
Principals’ Social & Emotional Competence: a Key Factor in Creating Caring Schools Read More »
This school district is transforming schools into centers of wellness by placing mental health teams in every school in the county. No longer do students need to be in crisis to receive the mental health supports they need. This approach acknowledges that everyone can benefit from mental health support and emphasizes the importance of accessing these services before a crisis occurs.
This guidebook comes out of 10 interviews with school leaders from Arizona, Southern California, and Northern California. Interviewees, from mental health counselors to HR directors to state leads of suicide prevention. The guide is divided into two parts: Part One “Leaning In: The Gifts and Challenges that Lived-Polycrisis School Leadership Evokes; and Part Two “Leading Out: Practices for Navigating Toward Recovery & Renewal, which offers guidance for school crisis leadership beyond immediate crisis response, through recovery, and toward renewal.
Leaning In and Leading Out to Renew: Navigating Lived Polycrisis School Leadership Read More »
Teachers play an important role in establishing and maintaining healthy environments for students to learn and grow. As leaders and guides in setting and maintaining the culture of their classrooms and school communities, teachers are critical in establishing welcoming, respectful, and safe environments, explaining expectations for student interactions, and modeling inclusive language, which continues to evolve over time. This primer and podcast help teachers understand how they can support students who are exploring gender identity.
This brief draws on a study of teacher working conditions and their relationship to teacher retention and school performance in North Carolina. It is part of a series of studies conducted by the Learning Policy Institute—
in collaboration with WestEd and the Friday Institute for Educational Innovation at North Carolina State University—as part of an action plan developed to inform ongoing efforts to ensure compliance with the North Carolina Supreme Court’s decision in Leandro v. the State of North Carolina. That case affirmed the state’s constitutional responsibility to provide
every student an equal opportunity for a sound basic education, including access to qualified teachers and administrators. Requested by the court in conjunction with both plaintiffs and defendants, the action plan aims to
identify root causes of current inequalities and evidence-based solutions to meet the constitutional standard.
Part of the Advancing Racial Justice and Educational Equity Learning Series. Learn from the experience and expertise of Dr. Patrice Payne, school administrator, and her 18-year journey in educational equity, gaining strategies and insights to advance equity and foster inclusive learning environments.
Part of the Advancing Racial Justice and Educational Equity Learning Series. Learn from the experience and expertise of Tony Bradburn, Director of Diversity, Equity, and Inclusion, about fostering inclusive educational environments.
Spotlight Tony Bradburn: Advancing Racial Justice and Educational Equity Learning Series Read More »
The six key practices for school transformation are illustrated on this infographic from the Community Schools Forward Framework, informed by both research and practice. The framework shows the integrated nature of the key practices and emphasizes the enabling conditions (i.e., trusting relationships, inclusive decision-making, a shared vision, and actionable data) and supportive infrastructure that must be in place for effective implementation.
Key Practices for Community Schools Transformation Read More »
This webinar delves into implicit biases—the subconscious biases we all have that influence how we respond to others. To create equitable classrooms, educators must acknowledge their own biases and take steps to confront them. Better understand what implicit bias is and how it affects school climate as well as ways to confront implicit bias within ourselves and help students to do likewise.
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