SEL Awardee

Douglas Judge

Highline Public Schools
Burien, WA
“This project will reduce disproportionality in special education referral and increase student behavioral and academic success in their general education classrooms by improving teacher capacity to build and sustain foundational relationships with students through in-class and in-school modelling and professional learning on self-efficacy, learner dispositions, meta cognition and engagement. Teachers and coaches will apply Hammond's (2015) concept of 'creative tension' between student and teacher perceptions of relationships quality and effectiveness. Critical examination of power, racial equity and implicit bias classroom practices and interactions will inform adult and student coaching cycles emphasizing culturally responsive pedagogy and brain-based learning.”
Tags: Culturally Responsive Approaches, District, Elementary School, Measurement, Suburban, Traditional Public School