Principal - November/December 2019 - 15

PLANTING THE SEAD
To implement a social, emotional, and academic development program,
principals must infuse it in every student interaction
As a former principal, chief academic officer, and
superintendent, Ann Clark knows it can be difficult to apply new concepts in a school-especially
when there are a multitude of programs and trainings, and as many questions about what works and
what doesn't. Here, the former superintendent of
Charlotte-Mecklenburg Schools and co-author of the
SEAD Action Guide for School Leadership Teams talks
about the principal's role in implementing social,
emotional, and academic development (SEAD).
On defining SEAD

When it comes to SEAD, I've found it helpful to start with
a clear definition of what it is. SEAD rethinks the school
experience for students and adults alike so that the social,
emotional, and academic dimensions of learning are
mutually reinforcing in practice.
SEAD is not meant to be an off-the-shelf program but
instead infused throughout the school day. All interactions between adults and students are opportunities to
model SEAD, and every student stands to benefit.
On school climate, teacher bias, and the principal's
role in implementation

Research from the University of Chicago shows that the
most significant impact principals can have on student
learning is through the school climate they create. Since
climate drives achievement, the principal's role is to stress
SEAD as a schoolwide effort.
When I was a high school principal, I pushed my staff
to think about the connections students had to our school
beyond the classroom, be it sports, drama, or marching
band. Why do students come to school, I asked, as opposed
to dropping out or staying home? What creates a sense of
belonging? Taking an interest in students outside of academics communicated that we saw them as whole beings.
How students see themselves relies upon their relationships with teachers, so helping teachers identify and
mitigate unconscious bias is critical. Teachers have hundreds of interactions with students every day and must
often make quick judgments that might be influenced
unwittingly by stereotypes. The effect of such bias on
students can be deep and lasting, and it takes a toll on
self-esteem.
Low expectations and the biases that undergird them
affect children of color disproportionately. These students often disengage from school because they receive
www.naesp.org

less effective teachers, fewer enrichment activities,
lower-quality instruction and coursework, and
curricula that don't reflect their backgrounds.
Principals must push for the use of
high-quality instructional materials that
reflect students' identities, cultures, and
experiences; they can lend affirmation to
student's diverse backgrounds and help
them feel more connected to the school.
On the relationship between
equity and effectiveness

SEAD must be implemented with equity
because schools do not adequately serve
children who face adverse circumstances
such as hunger, housing insecurity, and
lack of access to health care. Without
an equity lens, SEAD is likely to be carried out only on the surface as episodic
interventions, rather than an ongoing
commitment to creating a climate of
belonging and relevance that builds on
each child's unique assets.
SEAD is at its most effective when
integrated as part of a school's natural
improvement cycle; don't expect implementation to be complete in the first or second year.
SEAD is not a program; it is a set of strategies
schools and leaders can adapt to best suit their
students' specific needs. You don't have to
make a false choice between high-quality
content and the soft skills that students
need to learn.
Every student deserves an education that instills a continuous love
of learning, prepares them for
career success, and helps them be
a responsible, engaged citizen.
Children learn to work in teams,
persevere through challenging
material, and take responsibility for themselves at school.
These skills pave the way
toward economic mobility and
well-being, and we owe it to
our students and to our society to teach them.
Principal n November/December 2019

15


https://consortium.uchicago.edu/sites/default/files/2018-10/Leadership%20Snapshot-Mar2018-Consortium.pdf 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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