Socially and Emotionally Competent Leadership

Abstract

Traditionally, district leaders are the initiators of large-scale reform efforts including the establishment of social emotional learning (SEL) initiatives. However, school-based leaders also bear the responsibility of implementing the programs and practices associated with such district-wide initiatives. While there is a significant body of research on strategies leaders can use during the implementation process, as well as the content of those strategies that enable sensemaking, there is little information about what district and school leaders should do to ensure successful implementation of social emotional learning (SEL) initiatives. Further, no research to date has focused on the manner in which district leaders support school-based leaders as they make sense of a district-wide focus on SEL, and how such a focus on SEL shapes school-based leadership practices. This study is part of a larger qualitative case study about leadership practices that model SEL competencies for adults or, promote the social and emotional learning for teachers and other staff, and the way those leadership practices shape a district and its schools in a Massachusetts public school district. The purpose of this individual study was to examine, through the lens of sensemaking, how district leaders supported school-based leaders as they made sense of a district-wide focus on SEL, how a district-wide focus on SEL shaped school-based leadership practices, and which school-based leadership practices, if any, modeled SEL competencies. Findings indicate that district leaders supported school-based leaders’ sensemaking by articulating a clear mission and goals, providing structures that fostered collaboration, and supporting professional development. However, the school-based leaders’ sensemaking could be deepened through greater opportunities to share their learning through collaboration. School-based leaders acknowledged that a district-wide focus on SEL shaped their leadership practices, namely that SEL serves as the foundation from which they lead. More specifically, all respondents mentioned leadership practices associated with the competencies of social awareness, relationship skills, and responsible decision-making. Implications suggest successful implementation of district-wide SEL initiatives relies on district leaders creating and supporting interactions that will support school-based leaders’ sensemaking of a district-wide focus on SEL.