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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.”
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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.”