View allAll Photos Tagged Mindshift
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
The teenage years are a critical period for personal and developmental growth. A skilled life coach can make a significant difference in a teen’s life, guiding them towards mastery over their challenges and unlocking their potential. Through resilience-building, personalized guidance, and empowerment, life coaching for teens paves the way for a future filled with success and fulfillment.
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
Ervin and Erwin after the Food for Thought session.
Food for Thought, an open conversation on our global state of emergency with Ervin Laszlo.
[organized on 16th of May by www.Friends4Change.nl]
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It sounded like another gimmick but I’ll give you the short of it: The MindShift Gear BackLight 26L works as a backpack that can rotate around your body, and give access to all your gear without getting muddy on the trail.
Mindshift has tried the rotating thing before (see my previous...
telcellservice.com/review-of-the-mindshift-backlight-26l-...
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”
It was just another day in Mallory Beatty’s kindergarten classroom. Well, yes and no. Yes, it was lessons as usual. But Beatty had six observers in her classroom. Their focus was principally on the students’ reaction to the lesson, whether they were engaged or not. And if not, they turned their attention to Beatty: What are you going to do about it?
Beatty’s school, Washington Elementary in the Mount Vernon Community School District, is in its second year of a pilot project called Social-Emotional Engagement - Knowledge and Skills, which is known for its acronym SEE-KS. SEE-KS’ principal focus is on student engagement, with the thinking going that if the students are engaged, they are learning.
In essence, SEE-KS focuses on classroom observations and then peer-to-peer feedback. The feedback is tightly scripted and based on scientific principles to ensure the maximum and most successful outcomes.
Jen Townsend, co-author of SEE-KS and an expert in social emotional learning differences, was in Mount Vernon to train staff.
Principal Kate Stanton said SEE-KS has created a mindshift among her team.
“Our teachers are understanding that the core opportunity for instruction is when students are highly engaged – with each other, the materials, the teacher,” she said. “In that moment, when students are highly engaged, they don’t want to be anywhere but right there in the classroom.”