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Teacher facing and Student facing Platform is easy to use & Accessible 

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Teacher facing and Student facing Platform is easy to use & Accessible 

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highlight what is essential to get across to students with a level of responsiveness to students needs. 

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highlight what is essential to get across to students with a level of responsiveness to students needs. 

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This guarantees a baseline experience for all students.

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Professional Development attached to the Curricula/program choice 

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Professional Development attached to the Curricula/program choice 

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What do you do when you sit in discomfort?

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foundational, active listening.

even growing in relevance with AI

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reflect the other teacher responsibilities outside of advisory. 

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reflect the other teacher responsibilities outside of advisory. 

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It's easy for advisory to be the front thing we do not prioritise. To solve, have bite-sized, activities that required "little to no" prep

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Post Article Reading: Consider Extension of Health credit - as some of this work is in the SHAPE Health curriculum 1 credit for Gr9/10  and 1 credit for Gr 11/12 

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Post Article Reading: Consider Extension of Health credit - as some of this work is in the SHAPE Health curriculum 1 credit for Gr9/10  and 1 credit for Gr 11/12 

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How can we become the best version of myself?

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not be "homework" or add-ons outside of the structure of advisory. 

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not be "homework" or add-ons outside of the structure of advisory. 

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Does not treat HS kids as younger than they are.

Even our freshman are 46 months from leaving home.

How do we empower these young people whose frontal lobes are still developing?

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Use the CASEL/SHAPE crossover document as an example of CASEL integrated with a curriculum that already exists in the school 

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Use the CASEL/SHAPE crossover document as an example of CASEL integrated with a curriculum that already exists in the school 

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https://www.shapeamerica.org/standards/guidelines/sel-crosswalk.aspx

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Aligning the National Health Education Standards with CASEL Social and Emotional Learning Core Competencies

Comprehensive, skills-based health education programs support students' health literacy and are a critical part of a well-rounded education. The National Health Education Standards (NHES), which serve as the foundation for skills-based health education, are also directly connected to social and emotional learning (SEL).

The Crosswalk for the National Health Education Standards and the CASEL Social and Emotional Learning Competencies (Health Education/SEL Crosswalk) document aligns CASEL's SEL competencies and related skills to the National Health Education Standards and Performance Indicators.

The Health Education/ SEL Crosswalk shows how the NHES are aligned with the SEL competencies and sub-competencies developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL).

Although it's not exhaustive and additional alignments can be made, we hope that this Health Education/ SEL Crosswalk will give teachers a pathway for planning a skills-based health education curriculum that aligns with social and emotional learning. This document includes, along with alignment of the NHES to the SEL competencies, equity outcomes and critical practices identified in CASEL's Social and Emotional Learning Roadmap for Reopening School (CASEL, 2020).
Download your free copy

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This SHAPE America document helps physical education teachers to incorporate SEL competencies into their standards-based lesson plans. This SHAPE America Guidance Document gives teachers, administrators, curriculum specialists and teacher trainers

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beyond an advisory and into other classrooms

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This has to be taught in every class

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To develop faculty skills

And ongoing support

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Accessible to faculty with a wide variety of skills and personalities

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Belief that this is as essential as any course you are taking.

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Belief that this is as essential as any course you are taking.

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Evidence based for an international context

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Are we willing to change our schedule/timetable to prioritise time for SEL as a separate entity or are we looking for something that is more of an integrated approach into Curricula work? 

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Are we willing to change our schedule/timetable to prioritise time for SEL as a separate entity or are we looking for something that is more of an integrated approach into Curricula work? 

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structured to explicitly teach CASEL competencies. 

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structured to explicitly teach CASEL competencies. 

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Approach to learning  - naming what contributes to an ideal learning environment  

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Approach to learning  - naming what contributes to an ideal learning environment  

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Such as sleep, stress, life skills (ironing/changing tyres/financial budgeting/management), eating/nutrition,

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so that advisors can respond to their student's needs. (hopefully prior lessons are not always prerequisites for the next lessons)

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A curriculum that can be interrupted

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Structured logically, materials there, but can be adapted to needs

Teacher can be authentic within the space that the curriculum allows

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Help student develop emotional recognition and regulation strategies

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flexible, with multiple entry points for student

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flexible, with multiple entry points for student

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"low floor, high ceiling" for learning

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be aligned to the advisory vision statement. 

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be aligned to the advisory vision statement. 

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How might the vision statement help us to outline the first iteration of the rubric?