SEDTL Materials Development

CRTWC worked with SJSU faculty, university supervisors, and cooperating teachers to develop the following materials and strategies that address SEDTL. Some of these have been integrated into the K-8 Multiple Subject Program at SJSU. Our long term goal is that these materials and strategies will be used by other teacher education institutions to scale up the preparation of K-8 teachers across California and beyond, integrating the social-emotional dimension of teaching and learning into pre-service content.

  1. Revised syllabi for key courses in the K-8 Multiple Subject credential program have been completed. Selected faculty and university supervisors have added readings, activities, assignments, and assessments to their course syllabi to integrate SEDTL competencies into their courses. Course syllabi include language focused on integration of SEDTL in math methods, literacy methods, social studies methods, second language learner methods, classroom management, science methods, educational psychology, and multicultural education foundations
  2. Created a Lesson Plan Template that including attention to SEDTL in teacher instructional planning.
  3. Developed an Observation Protocol to be used to assess whether a teacher candidate has integrated SEDTL into their lesson design and implementation.
  4. Created written Teaching Cases that provide practice essential to learning how to use a social-emotional lens to understand and respond effectively to students in the classroom. These cases will be used as part of professional development for student teachers, university teacher education faculty, cooperating teachers, and university field supervisors.
  5. Developed cooperating teacher/university supervisor SEDTL/CRT Professional Development Series. This is an essential component of the redesign effort to integrate SEDTL /CRT into the preservice program for two reasons. First, cooperating teachers and university supervisors must be able to coach for SEDTL to be consistent with what candidates learn in their courses. Second, by working directly with cooperating teachers, we are spreading attention to SEDTL directly into the classrooms of practicing teachers.
  6. Created teaching videos that will serve as a professional development resource for educators connected with the SJSU credential program, other institutions of higher education, and school districts. These videos provide modeling of SEDTL-embedded lessons at the preservice level and show teachers integrating SEDTL “moves” in the K-8 classroom. The videos will provide educators with models of using an SEDLT lens to analyze and respond effectively to students in the classroom and to teach content more effectively. They may also be used in Beginning Teacher Support programs for mentors and new teachers.
  7. Piloted a Social-Emotional Learning Dispositions Inventory (SELDI) for candidates to use as a tool to guide self-reflection and growth in social-emotional learning skills throughout the program, and for faculty, cooperating teachers, and university supervisors to use to guide programmatic changes.