Professional development in asset-based pedagogies and adult SEL to build culturally affirming environments¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief argues educators need skills to create culturally affirming environments, build relationships with students, and support academic success, plus 'mindsets geared toward anti-racism.' It recommends professional learning in asset-based pedagogies such as culturally responsive practices, diversity, equity, and inclusion, adult social-emotional learning (SEL) or adult mindsets, and evidence-based, equity-focused systemic SEL for students.

Design Implications¶

Context¶

Requirements¶

• Educator mastery of a combination of skills and knowledge needed to equitably integrate and support SEAD
• Robust funding for districts to create evidence-based professional development structures
• Educator competency requirements covering equitable practices such as cultural competency and positive discipline

Constraints¶

• The brief notes Massachusetts should still require DEI or anti-bias/anti-racism training in preparation programs and SEAD mastery for licensure renewal
• Tennessee's current PD policies lack clear equity-centered goals addressing adult mindsets and SEL, per the brief

Target Learners¶

• Educators and school adults supporting P-12 students' SEAD
• All adults in schools, and through them P-12 students

Target Learning Goals¶

• Educator mindsets and skills for culturally affirming, safe, and supportive learning environments
• Educator capacity to support students' well-being and academic success through culturally affirming environments

Related Strategies¶

• Supports teachers need to enact formative assessment for English learners
• Multi-pronged state investments to diversify and retain the educator workforce
• Six policy areas state leaders can implement to create equitable SEAD-supportive learning environments
• Six recommendations for school and district leaders to create equitable SEAD learning environments
• Diversify the educator workforce through Grow Your Own programs, scholarships, and retention supports
• Adopt positive, restorative discipline approaches and ban harmful exclusionary practices
• Implement anti-bias curricular models with four goals to build culturally relevant, strength-based classrooms
• Policy implications: multi-factor, asset-based support for low-SES students
• Incorporate culturally responsive, anti-racist, and multicultural curricula in higher education STEM programs

Examples¶

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Key Sources¶

• The Education Trust. (2023). How Does Massachusetts Support Students' Social, Emotional, and Academic Development (SEAD)?. EdTrust.org. https://eric.ed.gov/?id=ED630071
• The Education Trust. (2023). How Does Tennessee Support Students' Social, Emotional, and Academic Development (SEAD)?. https://eric.ed.gov/?id=ED630070