T-SEL Readiness and Reflection PromptsReadiness and reflection prompts to support the implementation of California Transformative Social and Emotional Learning (T-SEL) Competencies and Conditions.
Purpose and Use
The readiness and reflection prompts aim to promote effective use of the California Transformative Social and Emotional Learning (T-SEL) Competencies and Conditions for Thriving tools by providing multiple ways to access and apply the content. The prompts
- Can be used to assess readiness to use the tools and as first steps for integrating the tools into educator and leader planning and practice.
- Provide opportunities to reflect on the following:
- How the Conditions tool can be used to assess learning and work environments and identify growth areas.
- How the Competencies can be used by educators and leaders to set personal and student learning goals.
- Invite users to reflect on their own identity and social and emotional strengths as an educator or leader and how those impact relationships with students and adults.
- Can be used as part of a continuous improvement cycle of ongoing reflection, inquiry, and growth.
- Could be adapted to be used within an evidence-based coaching process or used as a professional learning tool.
As with the Competencies and Conditions tools themselves, adult reflection and actions to advance equity and intentionally weave together anti-racism and social and emotional learning are prioritized within the prompts.
- The INTRAPERSONAL REFLECTION PROMPTS are intended for individual use by educators and leaders as part of their practice improvement efforts.
- The INTERPERSONAL REFLECTION PROMPTS are intended for individual OR collective reflection.
- The SYSTEM-FOCUSED REFLECTION PROMPTS are intended for collective reflection.
Intrapersonal Reflection Prompts
My identity, competencies, strengths, skills, and opportunities for growth.
Interpersonal Reflection Prompts
My relationships, connecting to others, and applying with others.
System-Focused Reflection Prompts
Applying across settings and institutions with others, such as my learning environment, school, district, county office, etc. Building and sustaining equitable learning environments where each individual’s social, emotional, and intellectual strengths and competencies are affirmed, supported, and enriched.
- In what ways do the systems and structures in place affirm and support each individual’s
- Sense of belonging?
- What conditions contribute to this across each setting we interact with?
- Are identity, agency, and belonging firmly situated as visible core values of our T- SEL work?
- In what ways do the current systems and structures harm or devalue an individual’s identity, belonging, and agency? What conditions contribute to this?
- Reflecting on the Competencies and Conditions, what is a next step we (as a team, department, school, district, county office, organization) can take to shift and improve those conditions that will lead to
- T-SEL competency development?
- An equitable, transformative learning environment?
- Are there any barriers to making progress? How might we address those barriers?
- How might we elevate the voices of those in our learning community who are usually farthest from power to inform our work?