Teaching the Whole Child: Instructional Practices that Support Social-Emotional Learning in Three Teacher Evaluation Frameworks RCC


By Nicholas Yoder

Center on Great Teachers & Leaders

Publication January 2014
Report cover

Does your state or district evaluation system support teachers in developing students’ social-emotional competencies? Although teachers understand the critical importance of social-emotional learning for their students’ overall development, few educator evaluation systems explicitly address that type of learning. This Research-to-Practice Brief identifies the instructional practices that promote student social-emotional learning, which in turn are critical for student academic learning and showcases how three popular teacher evaluation frameworks (the Danielson Framework for Teaching, the Classroom Assessment Scoring System observation instrument, and the Marzano observation protocol) embed practices that influence not only student academic learning but also student social and emotional competencies.

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