Enhancing Student Social-Emotional Learning in Multiple Charter Schools

Enhancing Student Social-Emotional Learning in Multiple Charter Schools. Natalia Mayes 2024: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: Culturally responsive teaching, Curriculum fidelity, Education management company, Evaluation framework, Professional development, Relational trust, Social-emotional learning (SEL), Collaborative Learning Communities (CLCs) This strategic research project was designed to provide an actionable plan for enhancing student social-emotional learning (SEL) across multiple charter schools within a large, multi-state charter school management organization. The project addresses the identified issue of lack of quality SEL curriculum delivery, which impacts student outcomes and the organizations mission. To solve this, the project proposes implementing collaborative learning communities (CLCs) with embedded peer mentorship as the primary strategy. The project’s framework was informed by a thorough analysis of potential solutions, including enhancing teacher training programs, increasing resource allocation, and implementing consistent evaluation frameworks. The chosen strategy leverages research by Darling-Hammond et al. (2020) and Desimone and Pak (2017), which emphasizes the effectiveness of structured, collaborative professional development in fostering teacher efficacy and retention. This approach not only ensures high-quality SEL delivery but also strengthens professional support networks among educators, mitigating feelings of isolation and promoting a culture of shared learning across a multi-state organization. Key components of the action plan include initial training for peer mentors, the formation of CLCs grouped by grade level or subject, regular peer observations, and continuous feedback loops through surveys and discussions. The plan also incorporates ongoing evaluation to ensure that SEL practices remain adaptive and responsive to teachers' evolving needs, aligning with Guskey’s (2021) advocacy for formative assessment in professional development. The anticipated outcomes include enhanced SEL curriculum fidelity, improved teacher retention, and a unified approach to SEL implementation that benefits both educators and students. Recommendations for future implementation include considering teacher stipends to acknowledge peer mentors’ additional roles, integrating technology to support collaboration across regions, and maintaining strong leadership engagement for cohesive oversight. This SRP underscores the significance of collaborative, adaptive professional development as a sustainable path toward advancing SEL instruction and fostering connected educational environments.