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The Power of Interactions: New Evidence for SEL Impact on Literacy Learning
Thursday, October 3, 2024 @ 3:00 pm - 4:00 pm EDT
Presented by Carol D. Lee, Ph.D., Edwina S. Tarry Professor of Education in the School of Education and Social Policy and in African-American Studies, Northwestern University; Bridget Hamre, Ph.D., CEO and Co-Founder, Teachstone; David Adams, CEO, Urban Assembly; and Marnetta Larrimer, Client Success Manager, Teachstone
Sponsored by Teachstone
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Many educators understand that social-emotional learning (SEL) and academic development are connected, but we often think of teaching literacy and building relationships with students as separate responsibilities. Time-strapped teachers have a lot on their plates as it is—delivering reading lessons, helping struggling students, and managing challenging behaviors—and it’s not always easy to balance both students’ emotional well-being and their academic progress. School leaders also face questions about how to measure this connection and put it into practice.
In this edWebinar, we examine new research from the Collaborative for Academic, Social, and Emotional Learning (CASEL) on how SEL supports literacy development, along with Teachstone’s evidence of meaningful adult-child interactions in the classroom. Experts discuss how SEL can boost literacy skills in early childhood and elementary grades and share strategies that leaders can use to support educators’ positive impact on their students.
This session is designed for early childhood leaders, instructional coaches, district leaders, and childcare directors who are looking for practical ways to apply new research to support SEL and literacy development.
About the Presenters
Carol D. Lee, Ph.D. is the Edwina S. Tarry Professor Emerita of Education at Northwestern University and President of the National Academy of Education. Her research focuses on cultural supports for learning, specifically focusing on literacy, that recruits students’ everyday repertoires to support cognitive as well as social-emotional development. Her career spans 58 years, including teaching high school, primary school, community college and work as a researcher. She is a founder of three African centered schools that span a 50-year history.
Bridget Hamre, Ph.D. is Co-founder and Chief Executive Officer at Teachstone and specializes in student-teacher relationships and classroom processes that promote positive academic and social development in young children. She has authored over 65 peer-reviewed manuscripts on these topics, documenting how educator-child relationships and teachers’ social and instructional interactions support children’s development and learning. Dr. Hamre is a co-author of the Classroom Assessment Scoring System (CLASS) and, in partnership with Dr. Robert Pianta, led the use of CLASS to scale as an assessment and professional development tool nationwide. She collaborates with the Office of Head Start on their CLASS implementation as a part of the federal monitoring process and consults with numerous states on their Quality Rating and Improvement Systems. Dr. Hamre received her bachelor’s degree from the University of California, Berkeley, and her master’s degree and doctorate in clinical and school psychology from the University of Virginia.
David Adams is the Chief Executive Officer of the Urban Assembly (UA). He started in 2014 as the Director of Social-Emotional Learning, where he created the Resilient Scholars Program (RSP), integrating SEL into curriculum and classroom practices across the UA network. RSP has grown into a national program, serving schools and districts in Los Angeles, Houston, Syracuse, and beyond. In 2022, David was named one of Crain’s 40 Under 40 honorees and in 2021 he received the Champion of Equity Award from the American Consortium for Equity in Education. David is a co-founder of International SEL Day, sits on the board of CASEL, is an author of The Educator’s Practical Guide to Emotional Intelligence, and a co-author of the textbook Challenges to Integrating Diversity, Equity, and Inclusion Programs in Organizations. He is a Civil Affairs Officer in the Army Reserve and holds an M.Ed. in educational psychology from Fordham University.
Marnetta Larrimer gained her experience in the field of early childhood education by serving in many roles, including owning an award-winning family child care, directing a public Pre-K program, and teaching infants, toddlers, and Pre-K children in different settings. She’s also worked at a Child Care Resource and Referral Agency where she did training, coaching, child assessments, and adjunct work at the university. She has worked at Teachstone for several years in a variety of roles and serves as host of the podcast Impacting the Classroom, which brings together researchers, policymakers, and educators who are making a difference in education.
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At Teachstone, we’re helping educators around the world leverage the proven power of interactions to help more students thrive. It starts with learning from the best: the committed, innovative educators who build positive relationships in classrooms daily. We pair these practitioners with researchers to rigorously study the meaningful interactions that spark success, and continually iterate as we learn more. We then partner with Head Starts in LA, high schools in Atlanta, military base schools coast to coast, and thousands of others in between, empowering each school’s educators to understand the interactions that matter most, develop their skills, and assess their progress. From actionable feedback and training to user-friendly content and tech, Teachstone offers everything needed to apply and advance the simple art of intentional interactions.
We believe everyone can benefit from positive relationships, starting with our youngest learners. Every single student has the potential to achieve when supported by a teacher who knows how to effectively connect with them. To stoke their curiosity. To make them feel safe and valued. To inspire their best. Connect with Teachstone today and unlock the outcomes you need by investing in the relationships that drive them.
