Implementing a School-wide Approach to Social and Emotional Learning (SEL)

Sunday, April 13. 10:00am-11:30am. Olympic Room.

Description

New evidence confirms the essential role that social and emotional learning plays in academic achievement and student success. This panel will share the latest science, discuss the core social and emotional skills that support student learning, and highlight how one school has infused social and emotional learning throughout their practice and culture. 

Presenter Bios 

Moderator: Sheryl Harmer, PhD, SLPH & Associates

Sheryl L. Harmer, PhD, is the Principal of SLPH & Associates, a consulting firm specializing in social–emotional skill building within schools and organizations, family business development, and systems change. She was formerly the Director of Program Development at Committee for Children, where she directed the process of translating prevention research into internationally acclaimed social and emotional programs. Dr. Harmer’s thirty-year career in public schools included serving as principal of three elementary schools, K-12 teacher and learning specialist, instructor in community college and university teacher preparation programs, and service on a wide range of state and local professional advisory councils. In 1998, Sheryl was named Principal of the Year and National Distinguished Principal for Washington State. 

Roger Weissberg, PhD, Collaborative for Academic, Social and Emotional Learning (CASEL), University of Illinois at Chicago

Roger P. Weissberg is a Professor of Psychology and Education at the University of Illinois at Chicago (UIC). He is also President of the Collaborative for Academic, Social, and Emotional Learning (CASEL), an international organization committed to making evidence-based social, emotional, and academic learning an essential part of preschool through high school education. For the past three decades, Professor Weissberg has trained scholars and practitioners about innovative ways to design, implement, and evaluate family, school, and community interventions. Professor Weissberg has authored about 200 publications focusing on preventive interventions with children and adolescents, and has written curricula on school-based programs to promote social competence and prevent problem behaviors including drug use, high-risk sexual behaviors, and aggression. His Social Competence Promotion Program for Young Adolescents received a model program designation from the Center for Substance Abuse Prevention and from the Office of Juvenile Justice and Delinquency Prevention. Some of his major published volumes include: Promoting Social and Emotional Learning: Guidelines for Educators (1997), Enhancing Children’s Wellness (1997), Establishing Preventive Services (1997), Children and Youth: Interdisciplinary Perspectives (1997), Promoting Positive Outcomes (1999), The Promotion of Wellness in Children and Adolescents (2000), Long-term Trends in the Well-being of Children and Youth (2003), a Special Issue of the American Psychologist on “Prevention for Children and Youth that Works” (2003), Safe and Sound: An Educational Leader’s Guide to Evidence-based Social and Emotional Learning Programs (2003), Building Academic Success on Social and Emotional Learning: What Does the Research Say? (2004), and School-Family Partnerships for Children’s Success (2005).  

Mark Greenberg, PhD, Prevention Research Center, Penn State

Mark Greenberg, PhD, holds The Bennett Endowed Chair in Prevention Research in Penn State's College of Health and Human Development. He is the Director of the Prevention Research Center for the Promotion of Human Development. Since 1981, Dr. Greenberg has been examining the effectiveness of school and family-based curricula to improve the social, emotional, and cognitive competence of elementary-aged children. Dr. Greenberg is the author of more than 200 journal articles and book chapters on developmental psychopathology, well-being, and the effects of prevention efforts on children and families. Dr. Greenberg is a member of the National Advisory Council on Drug Abuse (NIDA) and consults with numerous foundations and governments on issues related to child development and prevention. He received the Research Scientist Award from the Society for Prevention Research in 2002.   

Sherrie Encarnacion, The New School

Sherrie A. Encarnacion is principal of The New School, a growing Seattle Public school located in the Rainier Beach community in southeast Seattle. The New School opened in the fall of 2002, and will add a grade each year until 2010 when it achieves its PreK-8th grade status. This neighborhood school is focused on fostering the success and serving the needs of children and families in our diverse community. "Our vision is that together we create a loving community of purposeful learning that honors the whole child: body, mind, and spirit." Ms. Encarnacion came to the New School from her role as a middle school assistant principal for nine years; prior to that she was a high school reading specialist. She began her teaching career at a high poverty elementary school in San Pablo, California after graduating with a Master’s of Education degree from the University of California at Berkeley. "Ho’o Hui Pu Kakou-Together We Can!" This expression from Ms. Encarnacion’s childhood home, Hawaii, embodies her belief in the power of community to accomplish great things. Her leadership aspires to honor the whole child by providing a balanced approach to educating every child’s social, emotional, and intellectual well-being.