Principal - November/December 2019 - 12

But integration of social and emotional learning also necessitates changes in how schools and
districts operate and how adults approach their
work. It demands that school leaders recognize
the mutually reinforcing relationship between
equity and social, emotional, and academic
development (SEAD).
The nomenclature matters. Deliberate use
of the term SEAD prompts educators to move
beyond morning meetings and other "checklist"
items to instead see SEL as pivotal to academic
achievement-not just as a strategy for managing classroom behavior.

According to "Ready to Lead," a report from
the Collaborative for Academic, Social, and
Emotional Learning, only 35 percent of principals say their school has a plan for teaching
students social and emotional learning skills.
And only 40 percent believe these skills will
improve academic performance.
If school leaders are skeptical of the positive impact of SEL on students' academic
performance, they won't be moved to create
a comprehensive plan to make SEAD a reality. Social and emotional learning benefits all
children, but as school leaders consider how
to distribute staff and resources, they must do
so through the lens of equity. The students
who struggle the most-children of color and
students from low-income families-should be
given additional support.
Taking Action

Equity does not mean every child gets the same
thing. The Aspen Institute's Integrating Social,
Emotional, and Academic Development: An Action
Guide for School Leadership Teams can help principals and school teams understand that social
and emotional learning must be enmeshed
within academic instruction and paired with
equity. It walks school leaders and their teams
through aspects of SEAD implementation few
might otherwise think about, including adult
learning, asset mapping, and resource allocation. The goal is to improve entire schools and
districts and to reimagine the school experience
for students.
SEAD must be paired with equity because
schools, as they are designed, do not adequately
serve children who are most in need of a quality education. This is a systemic problem, and
school leaders have to acknowledge this in
implementing SEAD.
Lower expectations disproportionately affect
children of color and low-income students.
They often receive less effective teachers, fewer
enrichment activities, lower-quality instruction
and coursework, and curricula that don't reflect
their backgrounds. These factors can lead them
to disengage from school.
Approaches to SEL based on equity can
not only enable educators to differentiate
instruction according to a child's needs but
also prompt principals and district leaders to
direct targeted support to mitigate the effects
of children facing multiple challenges. An
equity framework for SEAD takes it from being

12

Principal n November/December 2019

www.naesp.org


http://www.casel.org/wp-content/uploads/2017/11/ReadyToLead_FINAL.pdf https://www.aspeninstitute.org/publications/integrating-social-emotional-and-academic-development-sead-an-action-guide-for-school-leadership-teams/ https://www.aspeninstitute.org/publications/integrating-social-emotional-and-academic-development-sead-an-action-guide-for-school-leadership-teams/ https://www.aspeninstitute.org/publications/integrating-social-emotional-and-academic-development-sead-an-action-guide-for-school-leadership-teams/ http://www.naesp.org

Principal - November/December 2019

Table of Contents for the Digital Edition of Principal - November/December 2019

from the editor
Snapshots
5 Things
Intertwined for Achievement
Planting the SEAD
Making PLCs a Plus
Measuring Up
Look Out for the Leader
Engagement Across the Generations
The Sum of Its Parts
Putting the “Fun” in Fundraising
NAESP 2019 National Distinguished Principals
In the Spotlight
Practitioner’s Corner
Raising the Bar
Principal’s Bookshelf
School Law
NAESP Partners & Advertiser Index
Speaking Out
Parents & Schools
Parents & Schools
Principal - November/December 2019 - Cover1
Principal - November/December 2019 - Cover2
Principal - November/December 2019 - 1
Principal - November/December 2019 - 2
Principal - November/December 2019 - 3
Principal - November/December 2019 - from the editor
Principal - November/December 2019 - 5
Principal - November/December 2019 - Snapshots
Principal - November/December 2019 - 7
Principal - November/December 2019 - 5 Things
Principal - November/December 2019 - 9
Principal - November/December 2019 - Intertwined for Achievement
Principal - November/December 2019 - 11
Principal - November/December 2019 - 12
Principal - November/December 2019 - 13
Principal - November/December 2019 - 14
Principal - November/December 2019 - Planting the SEAD
Principal - November/December 2019 - Making PLCs a Plus
Principal - November/December 2019 - 17
Principal - November/December 2019 - 18
Principal - November/December 2019 - 19
Principal - November/December 2019 - Measuring Up
Principal - November/December 2019 - 21
Principal - November/December 2019 - 22
Principal - November/December 2019 - 23
Principal - November/December 2019 - Look Out for the Leader
Principal - November/December 2019 - 25
Principal - November/December 2019 - Engagement Across the Generations
Principal - November/December 2019 - 27
Principal - November/December 2019 - The Sum of Its Parts
Principal - November/December 2019 - 29
Principal - November/December 2019 - 30
Principal - November/December 2019 - 31
Principal - November/December 2019 - Putting the “Fun” in Fundraising
Principal - November/December 2019 - 33
Principal - November/December 2019 - 34
Principal - November/December 2019 - 35
Principal - November/December 2019 - NAESP 2019 National Distinguished Principals
Principal - November/December 2019 - 37
Principal - November/December 2019 - 38
Principal - November/December 2019 - 39
Principal - November/December 2019 - 40
Principal - November/December 2019 - 41
Principal - November/December 2019 - 42
Principal - November/December 2019 - 43
Principal - November/December 2019 - In the Spotlight
Principal - November/December 2019 - 45
Principal - November/December 2019 - Practitioner’s Corner
Principal - November/December 2019 - 47
Principal - November/December 2019 - 48
Principal - November/December 2019 - 49
Principal - November/December 2019 - Raising the Bar
Principal - November/December 2019 - 51
Principal - November/December 2019 - Principal’s Bookshelf
Principal - November/December 2019 - 53
Principal - November/December 2019 - School Law
Principal - November/December 2019 - NAESP Partners & Advertiser Index
Principal - November/December 2019 - 56
Principal - November/December 2019 - 57
Principal - November/December 2019 - Speaking Out
Principal - November/December 2019 - 59
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - 61
Principal - November/December 2019 - 62
Principal - November/December 2019 - 63
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - Cover3
Principal - November/December 2019 - Cover4
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