{"id":79074,"date":"2023-12-06T11:10:16","date_gmt":"2023-12-06T17:10:16","guid":{"rendered":"https:\/\/casel.org\/?post_type=blogposts&p=79074"},"modified":"2024-07-30T16:21:28","modified_gmt":"2024-07-30T21:21:28","slug":"we-teach-who-we-are-not-just-what-we-know-what-top-researchers-had-to-say-about-adult-sel","status":"publish","type":"blogposts","link":"https:\/\/casel.org\/blog\/we-teach-who-we-are-not-just-what-we-know-what-top-researchers-had-to-say-about-adult-sel\/","title":{"rendered":"\u201cWe teach who we are, not just what we know.\u201d What Top Researchers Had to Say About Adult SEL"},"content":{"rendered":"\n

We\u2019re still buzzing from the insights shared by field-leading researchers during the 2023 SEL Exchange<\/strong><\/a><\/em> plenary, The Science of Adult Transformation to Create Caring Schools<\/strong>. We were excited to bring together three leading experts to share their latest research related to adult SEL. Here are the highlights:<\/p>\n\n\n\n

Dr. Rebecca Collie<\/strong>
University of New South Wales<\/strong>
AERA\u2019s Outstanding Early Career Scholar<\/p>\n\n\n\n

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\u201cWhat teachers need for well-being are relationships with students, relationships with colleagues, and supportive school leadership.\u201d \u2014 <\/em>Dr. Rebecca Collie\u00a0<\/strong>

Dr. Collie studied the well-being of teachers in two types of schools<\/strong>: supportive schools, which offer opportunities to build relatedness with students and colleagues and supportive leadership, versus unsupportive schools, which lack those supports and offer challenges in the form of workload and time pressures, disruptive student behavior, and unsupportive school leadership. She found that supportive schools correlated with greater teacher well-being, supportive teaching practices, and student achievement that was 40 points higher<\/strong> than in unsupportive schools. As she noted, \u201cFlourishing teachers help to support flourishing students and flourishing schools.\u201d<\/em><\/p>\n\n

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Dr. Robert Roeser<\/strong>
Penn State University\u00a0<\/strong>
Bennett-Pierce Professor of Caring and Compassion, College of Health and Human Development<\/p>\n\n

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\u201cIt\u2019s a secret in plain sight: We teach who we are, not just what we know.\u201d \u2014 <\/em>Dr. Robert Roeser <\/strong><\/p>\n\n

One of Dr. Roeser\u2019s teacher education students once said, \u201cYou never really taught us about how to just \u2018be\u2019 in the role of teacher.\u201d<\/strong> This question launched him on a quest to explore the skills and knowledge needed to be a teacher. The outcome was a discovery: \u201cBesides subject matter knowledge, developmental knowledge, and pedagogical content knowledge, there\u2019s a fourth domain of teacher expertise: It\u2019s a domain of knowledge about how to be ourselves as teachers.\u201d <\/em>He offered his own Educator Framework for Professional Development<\/strong> to support the development of this knowledge domain:\u00a0<\/p>\n<\/div>\n\n\n\n