SEL Academy Series
Foundations in SEL
provides an introduction to Social and Emotional Learning competencies as
defined by the CASEL and Weikart frameworks and relate these competencies to
the goals of the participating sites in the Partnership for Social and
Emotional Learning Initiative (PSELI).
Participants will also explore basic mindfulness and SEL practices to increase
resilience and enhance their experiential understanding of SEL in their own
lives. Finally, participants will learn the structure and approach behind the
selected SEL curriculum for youth in afterschool, Responsive Classroom and
Prerequisites: SEL Basics Onboarding. Afterschool
professionals from a PSELI pilot school, Prime Time Registry ID
Time: 3 hours
Session Materials: None
and Development – 1C: Use Developmental Knowledge to Create Healthy,
Respectful, Supportive and Challenging Environments. Interaction with
Children/Youth; 5C: Promote positive expression, group experiences between
adults and children/youth. Learning Environment and Curriculum. 4C: Design and develop
curriculum to support social emotional development. Entry level and level 1.
Primary QIS Scales
Environment: I-A. Psychological and emotional safety. Supportive Environment: II-F. Welcoming
atmosphere, I. Active engagement. Interaction: III-M: Sense of Belonging
Addressed: Adult SEL Practice 1.1 Intrapersonal Skills; SEL
Integration and Infusion 2.1 Adult Practice with Youth (Introductory), 2.2.a
Signature Practices; SEL Explicit Instruction 3.1 Afternoon Meeting 3.1.a
Overall Structure, 3.1.b Greeting, 3.1.c Sharing
- Discuss and explore the meaning of SEL
competencies using CASEL and Weikart frameworks, and the four areas of SEL
- Practice adult self-awareness tools and analyze
scientific findings on the impact of SEL.
- Apply and plan
to implement the Responsive Classroom approach and a daily Afternoon Meeting.
- List and define SEL Competencies (CASEL,
Weikart) and give a basic explanation of the four areas of SEL implementation.
- Articulate and model self-awareness from an
experiential and scientific understanding, and through cultivating a regular
self-awareness and self-reflective practice.
- Conduct at
least two components (Greeting and Sharing) of the Afternoon Meeting following
a lesson plan, with basic application of Responsive Classroom approach and at
least two signature practices.