The SEL Coach: Planning and Implementation Resources for Social Emotional Learning Leaders

About the Book

Your guide to transforming SEL ideas into actions and practice into process

While social-emotional learning (SEL) is regularly identified as a top priority for student well-being and achievement, effective implementation will not happen on its own. That’s what makes the SEL coach critical to success.

Effective systems change happens with an SEL coach who has the skills to lead, communicate, analyze, train, collaborate, and innovate. Whether you are brand new to the position or have been an SEL coach for some time, this book will provide you with all the resources and ideas you need to take implementation to the next level. Jennifer Rogers shares the secrets to enriching your coaching skillset, including

• Data Collection—strategic monitoring of the implementation progress
• Training—engaging staff in learning and advocating for their needs
• Communication—listening actively, modeling, and summarizing
• Team-Leading—creating an environment that is supportive and goal-focused

The lessons and examples in this book produce coaching competencies and qualities necessary to transform practices into processes, ideas into action plans, and goals into outcomes. Learn how to be a successful SEL implementor with this strategy-packed guidebook!

Table of Contents:
PREFACE: To Superintendents, District and Building Administrators PREFACE: To the SEL Coach Chapter 1: The Social Emotional Learning Coaching Rule SEL Coach Roles and Responsibilities Definition of roles SEL Coaching Competencies Change Agent Mindset Previous experience/looking forward Chapter 2: Integrating a SEL Coach in your system Another coach? Why a SEL coach? Collaboration with other roles in your system What if SEL coach is not your only role? The Important Relationship between SEL Coach and Administration The SEL coach is the navigator Chapter 3: Getting the system ready for Social Emotional Learning Foundational Learning of Social Emotional Learning Systemic Implementation of SEL Framework for SEL Coaches: Practice and Process The Issue of Sustainability Focus on equity Conduct a needs assessment An Action Plan for Systemic Clarity Chapter 4: Advance Your Practice: Leader/Facilitator Phase 1: Learn about the District Vision Phase 1: School Readiness- Working with Administrators Phase 1: Positive School Culture through Positive Relationships Phase 1: Understanding Beliefs Phase 1: Know What Your People Know about SEL Phase 1: Inventory the programs and initiatives Phase 1: Organizational Capacity: Practices and Processes Phase 2: Focus on Importance of Prevention Phase 2: Making Prevention Compelling Phase 2: Choosing programs and interventions Phase 2: Promote student engagement Phase 3: Braid your current interventions to determine gaps Phase 3: The Process for Accessing Targeted Interventions Phase 3: Enhance student voice through youth advisory board Phase 3: Creating an intervention matrix Phase 4: Year at a Glance Phase 4: Creating a Universal Intervention manual Phase 4: Organize materials for ease of use Chapter 5: Advance your practice: Creating Teams that Work Phase 1: Developing a team Phase 1: SEL Team Roles Phase 1: General shared commitments Phase 1: Norms for practice Phase 1: Agendas that work Phase 1: SEL team meeting minutes Phase 1: Introducing the team Phase 2: Consensus practices Phase 2: The Feedback Flow- Between the coach and team Phase 2: Motivating a team Phase 2: Maintaining SEL team Phase 2: Recruit and train new members of the team Phase 3: Team Data Analysis Phase 3: Attuning to your SEL team Phase 4: Check in 6 Chapter 6: Advance your practice: Data support Phase 1: Qualitative vs. quantitative data Phase 1: Historical Data: Understand historical data Phase 1: Climate/Culture Data Phase 2: Create SMART goals Phase 2: Create “In the Moment” Data Collection Phase 2: When choosing an assessment- Universal Screener Phase 3: Problem solving action plan Phase 3: Progress Monitoring with a Tiered Fidelity Inventory Phase 4: Learning more about strategies used by individual teachers Phase 4: Understanding Evaluation outcomes Chapter 7: Advance your practice: Professional Development Phase 1: Universal Social Emotional Learning Phase 1: How to build educator capacity Phase 1: Preparing for Professional Development Phase 1: Intervention practices as described by teachers Phase 1: Delivering Professional Development Phase 2: Choosing interventions Phase 2: Scaffolding trainings for interventions by role Phase 2: Enhancing classroom procedures after professional development Phase 3: Self-reflection on professional development Phase 3: Learn from other’s experiences through an exit ticket Phase 3: Efficacy and fidelity of coaching role Phase 4: Training Others Phase 4: A Scope and Sequence Document Phase 4: Determine who will do what in Universal Implementation Chapter 8: Advance your practice: Coaching Phase 1: Clarity for the Coaching Role Phase 1: Getting Administration Feedback on Coaching Phase 1: A letter to introduce the coach role with teacher Phase 1: Introductions Matter- Working with stakeholders Phase 1: Observations: What is the precedence? Phase 1: Assess Your Adult SEL Phase 2: What can the SEL coach do to support staff through coaching? Phase 2: How can the SEL Coach work with educational stakeholders? Phase 2: When coaching? Phase 3: Building Collaborative Relationships through Empowerment Phase 3: Non-evaluative feedback through observation Phase 3: Ownership of SEL implementation Phase 3: Adult SEL: How to build teacher capacity Phase 4: Maintaining confidentiality in coaching conversations Phase 4: Working through resistance Phase 4: Support request form Phase 4: Monitor the effectiveness of the SEL Coach Chapter 9: Advance your practice: Communicator Phase 1: Areas of communication Phase 1: Collaboration: With Whom Have You Collaborated Phase 1: Levels of communication Phase 1: Selling SEL- Coaches version Phase 1: Yearly report Phase 2: Engaging Parents/Families in the work Phase 2: A Parent/Family Network: Education Through Parent Workshops Phase 3: Parent/Guardian Workshop Phase 3: Parent/Family Feedback Phase 4: Investing in Community Stakeholders Phase 4: Advocating for building your infrastructure Chapter 10: Support for SEL coaches Create a personal mission statement Types of support Get Feedback from Principals Prioritizing coaching support checklist for administrators Creating boundaries around the work Personal plan-The Oxygen Mask Shield exercise The importance of self-care Check in on yourself Creating supportive relationships References

About the Author :
Dr. Jennifer Rogers is the Founder of Rogers Training Solutions, LLC.  She works with educational stakeholders on developing tools and strategies to increase positive student outcomes. Rogers Training Solutions, LLC provides consulting, professional development, workshops, coaching, one-on-one leadership support for individuals and organizations exploring social, emotional, and behavioral interventions in school environments. Dr. Rogers’s background has reflected a strong commitment to children and adolescents and their families for over 20 years.  She is proud to work side-by-side with educators in promoting social and emotional competencies for all students. She has worked with school districts across the country as a school counselor, researcher, district administrator, coach trainer, and consultant.  Schools benefit from her experience as a licensed professional counselor (LPC) and training as a counselor educator to create programs to meet the social, emotional, and behavioral needs for students.  She has experience with implementing and measuring the impact of interventions in counseling, prevention, and early intervention.  She has advocated for, written about, researched, trained, created interventions for, used data to support, worked with curriculum, and implemented district-wide Social Emotional Learning.  Her book, Leading for Change Through Whole-School Social Emotional Learning: Strategies to Build a Positive School Culture (2019) has been adopted by educators and is currently being used in multiple districts.  She trains educators in best practices to meet the needs of their specific culture and students. Dr. Rogers professional goals align with the core mission to make social and emotional learning an integral part of education for all students. To reach the goal, her belief is that we must work to support the educators through systemic change and create a common understanding amongst all stakeholders of the benefits of social emotional learning to positive school culture.