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Background, of which Educators Well Aware

DISTRICTS PROVIDE UNIQUE CREDIBILITY AND SYNERGY

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1) of government, community, and district resources for the good of the students that extends to the good of school staff and community.

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2) NATIONAL PRIORITY = Social-Emotional Learning as Foundation for Enhanced Academic Learning

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Read this article by CASEL’s Roger Weissberg and Jason Cascarino which appeared in the October 2013 issue of Phi Delta Kappa. The theme of the issue was social and emotional learning.

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APA citation:  Weissberg, R. P. & Cascarino, J (2013). Academic Learning + Social-emotional Learning = National Priority. Phi Delta Kappa, 95 (2): 8-13.

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These SEL programs are not “one size fits all.”  They must be grassroots tailored by participants in each school location.

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3) Districts are increasingly required to employ school-based performance improvement methods that are evidence-based, data-driven, and  performance-enhancing for all students.

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4) Districts are especially effective when supporting principal-led school-wide efforts that effectively

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  • use evidence-based approaches, from the public and private sectors, to uniquely support constructive movement, momentum, and sustainability, with measurement for course corrections, accountability, and continuous development

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The results should also include greater peace of mind with greater personal clarity for superior performance by all school staff.

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5) Districts excel by supporting use of step-by-step, phased-in, science- and experience-based, ORGANIZATIONAL CULTURE change models.

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“Organizational culture matters to the extent an organization is adaptive.” ~Edgar Schein

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Change models we use possess clear track records of tailored and effective support of value- and performance-based transformation within complex organizations.

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These models make sense and provide users a clear road map for understanding what’s ahead and how to stay on course.

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No need to re-invent the wheel here.  No need to proceed blindly and be taken by surprise.

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For example, some districts demonstrate early tangible steps, with appropriate planning and investment, by developing tangible climate consistencies across schools.

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When you take a full fledged culture-improvement approach with , you fine-tune your school climate factors step-by-step to support your desired operating culture, step-by-step, all aligned with your top performance priorities.

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It is a win-win-win-win.

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  • Teachers win.  They are free to teach with fewer disruptions.

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  • Students get their needs met, are more engaged, and learn more.

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  • Parents and community members are more engaged, supportive, and grateful for student achievements.

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  • Administrators win, because their schools operate more efficiently and effectively, with greater adaptability.

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