1Bastow // Horizon // Issue 5

horizon:thought leadership

What’s Inside:

Changing the subject: curriculum for the future

The workforce of tomorrow demands a new mindset

Advancing the science and practice of social and emotional learning in schools

ISSUE #05

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What’s happening at Bastow

Changing the subject: curriculum for the future

Horizon forum with keynote speaker Larry Rosenstock, CEO of High Tech High, in discussion with Jan Owen, CEO of Foundation for Young Australians and guests.

To succeed in our rapidly changing world, young people must develop a skillset and mindset that equips them for the impact of continual technology advancement and globalisation. So what are the implications of this for the students and school curriculum?

Join us for a discussion exploring what you can do to transform teaching and learning in your school and better prepare young people for the 21st century.

Keynote speaker Larry Rosenstock will discuss the importance of how students react, shape and apply what they learn and how this can set them up for success as a global citizen.

Larry will be joined by Jan Owen, CEO of Foundation for Young Australians and guests in a discussion facilitated by Sonia Sharp, Principal at Nous Group.

Date: Tuesday 14 March 2017Session: 5.00 – 6.15 pmNibbles and networking: 6.15 – 7.00 pmVenue: Bastow, 603-615 Queensberry St, North MelbourneCost: $35 pp incl. GSTRegister to attend

Advancing social and emotional learning in schools

Horizon forum with keynote speaker Dr Kimberly Schonert-Reichl, professor at the University of British Colombia.

Creating the link between social and emotional learning and academic success.

What can we do to ensure young people are socially and emotionally fit enough to flourish in learning and in life?

Dr Kimberly Schonert-Reichl will discuss the concept and outcomes of educating the whole child, including:

• advancing and promoting children’s social and emotional competence in schools and how this is linked to academic success

• social and emotional learning initiatives in Canada and the USA

• her recent research evaluating universal classroom-based social and emotional competence promotion programs.

Dr Schonert-Reichl will also examine the components of a comprehensive child development monitoring system and how a number of tools and instruments being trialled in Victoria will provide an evidence base to improve child development and wellbeing.

Date: Wednesday 15 March 2017Session: 5.00 – 6.00 pmNibbles and networking: 6.00 – 7.00 pmVenue: Bastow, 603-615 Queensberry St, North MelbourneCost: $35 pp incl. GST

Register to attend

At Bastow

At Bastow

Via Video Conferencing

Via Video Conferencing

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A message from the Director

I am pleased to present the first of Bastow’s Thought Leadership e-publications for 2017.

This edition features papers from Larry Rosenstock and Rob Riordan of High Tech High, Jan Owen, of the Foundation for Young Australians, and Dr Kimberly Schonert-Reichl, and Pippa Rowcliffe of the University of British Colombia. All three articles consider what we can do to better educate and support our children and young people to be successful in the 21st century.

The first of these articles explores not simply what students should learn—but how they can apply and transform what they learn. The second suggests rethinking the way we view career trajectories and assist young people plan for their working lives. And the third focuses on preparedness for learning, as enabled by a student’s capacity to develop socially and emotionally, and in particular looks closely at the whole child approach to education.

All authors will be visiting Bastow as a part of our Thought Leadership events program for 2017.

During his time here, Larry Rosenstock will be presenting a Horizon forum on 14 March together with Jan Owen, and facilitating a workshop on driving change in teaching and learning for Bastow alumni on the 15 March.

Dr Kimberly Schonert-Reichl will then be joining us on 15 March to present the Advancing social and emotional learning in schools Horizon forum. For full details of each event please visit the Bastow events page.

We hope that these articles will assist in the efforts many of you—our emerging and current school leaders—are making to explore new ways of thinking about curriculum and improving student outcomes for the future. We hope that you will be able to join the conversation on these topics at one of our Horizon forums here at Bastow or via video conferencing.

Neil Barker Director

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Changing the subjectAuthors: Rob Riordan and Larry Rosenstock, High Tech High

What should students learn in the 21st century? At first glance, this question divides into two: what should students know, and what should they be able to do? But there is more at issue than knowledge and skills. For the innovation economy, dispositions come into play: readiness to collaborate, attention to multiple perspectives, initiative, persistence, and curiosity. While the content of any learning experience is important, the particular content is irrelevant. What really matters is how students react to it, shape it, or apply it. The purpose of learning in this century is not simply to recite inert knowledge, but, rather, to transform it.1 It is time to change the subject.

This is no small matter. For more than a century, the whole point of schooling has been to restrict the curriculum, specify the required content, and limit the entry points to it—often by means of a watered-down, already obsolete text, mediated by a classroom manager whose task is to transmit the subject matter to 30 or more individuals of diverse backgrounds, experiences, interests and resources. This is particularly true of the ‘big four’ core subjects that the Carnegie Commission decided, nearly a century ago, are the subjects that matter. English, math, science (biology, chemistry and physics) and social studies count for much, and the fine and practical arts for much less.

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Why not study anthropology, zoology or environmental science? Why not integrate art with calculus, or chemistry with history? Why not pick up skills and understandings in all of these areas by uncovering and addressing real problems and sharing findings with authentic audiences? Why not invent a useful product that uses electricity, or devise solutions to community problems, all the while engaging in systematic observation, collaborative design, and public exhibitions of learning?

It has long been axiomatic to separate students according to perceived academic ability, to separate academic from technical teaching and learning, and to isolate adolescents from the adult world they are about to enter. Instead, our aim in this century should be to integrate students by eliminating tracking, to integrate the subjects via problem-focused experiences, and to integrate school with the world beyond through fieldwork, service learning and internships.

What might students do in such schools, in the absence of prescribed subjects? They might work together in diverse teams to build robots, roller coasters, gardens and human-powered submarines. They might write and publish a guide to the fauna and history of a nearby estuary, or an economics text illustrated with original woodcuts, or a children’s astronomy book. They might produce original films, plays, and spoken word events on adolescent issues, Japanese internment, cross-border experiences and a host of other topics. They might mount a crime scene exhibition linking art history and DNA analysis, or develop a museum exhibit of World War I as seen from various perspectives. They might celebrate returning warriors, emulating the bard in Beowulf, by interviewing local veterans and writing poems honouring their experiences. The possibilities are endless.

In executing such projects, students develop deep understandings by making something new of their subject matter. Of necessity, they learn how to collaborate, how to plan, how to give and accept critique, how to revise, how to self-assess. They read complex texts and write a wide range of pieces for a variety of purposes, from personal reflections to news articles, project proposals, memos, research reports, stories, and essays. They interview community members, learning to listen and appreciate diverse perspectives. As they present their work to important audiences, they come to understand what it means to be a member of the human community. And the irony is that as students pursue their passions and interests, the curriculum springs back to life.

Changing the subject, then, means deriving the curriculum from the lived experience of the student. In this view, rather than a collection of fixed texts, the curriculum is more like a flow of events, accessible through tools that help students identify and extract rich academic content from the world: guidelines and templates for project development, along with activities

and routines for observation and analysis, reflection, dialogue, critique and negotiation.

If we are to change the subject in this way, then we must change the trappings within which we educate our youth. It is a fool’s errand to expect teachers to model 21st century skills in a 19th century work environment. Instead, situate them where they can collaborate with other teachers—and with their students—to pose problems, engage expert assistance, and design products and performances of lasting value. Embrace a cohort model, where teams of teachers and students work together. Build professional collaboration and development time into the daily schedule, so that teachers can meet variously in teaching teams, academic departments, and study groups to reflect on and refine their day-to-day practice. The aim is to unleash teachers—and their students—to design learning experiences that are applied, integrated, situated, expeditionary, and alternatively assessed.

When we learn—really learn—we transform the content, the self, and the social relations of teaching and learning. This is what it means to change the subject. We can do this. If we value our future, we must.

1 As we look forward in the 21st century, it can be instructive to look back. In “The Rhythmic Claims of Freedom and Discipline,” first published in 1922, Alfred North Whitehead cautioned against the mere teaching of subjects for “inert knowledge.”

ReferenceWhitehead, A. (1967). The Aims of Education and Other Essays. New York: Free Press (reissue edition).This paper was first published at www.hightechhigh.org and has been reproduced with permission of the authors.

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The workforce of tomorrow demands a new mindsetAuthor: Jan Owen, Foundation for Young Australians

Career trajectories used to be so simple.

Pick a job, figure out what course you need to study or training you need to get under your belt, graduate, get a job and work your way up the industry food chain.

People used to spend years, decades even in the same jobs—do the miles, get the gold watch and then retire.

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In the new, dynamic world of work, these traditional, linear pathways to work are less common. So as a young person how do you equip yourself with the right skills to be successful in such an uncertain future?

Over the last 12 months, the Foundation for Young Australians (FYA) has released its New Work Order report series, which shows that we’re facing the biggest disruption to the world of work since the industrial revolution. Globalisation and automation have radically altered where, what and how young people are working.

These changes mean 60 per cent of Australian students (71 per cent of those in VET) are currently studying or training for occupations where the vast majority of jobs will be radically altered by automation. Many of the jobs they’re studying for could vanish in 10–15 years’ time. Just as these disappear however, new and different ones will be created simultaneously.

Despite all these changes, our mindset about work and the resulting advice we provide to young people remains largely the same.

We rely on stereotypes of jobs that we know have always been there, and suggest training or educational pathways that will secure a job in these occupations. Yet in this new work order where young people are predicted to have 17 jobs over five careers, it’s clear that this traditional, linear career advice is no longer relevant or helpful.

To help young Australians navigate this more complex and uncertain world of work, understand where future jobs will exist and ensure they are equipped with the right skillset, FYA has turned to big data.

In our latest report, The New Work Mindset we have analysed more than 2.7 million job advertisements using a clustering algorithm which looked at the skills requested for each job and how similar they are to skills requested for other jobs. Over 600 occupations were grouped based on demand for similar skillsets, with over 4,600 diverse skills requested.

Our analysis shows that there are seven job clusters in the Australian economy where the required technical and enterprise skills are closely related and more portable than previously thought. These job clusters include The Generators, The Artisans, The Carers, The Informers, The Technologists, The Designers and The Coordinators.

What we have found through this analysis is that when a young person trains or works one job they acquire skills and capabilities that will help them get 13 other jobs. In other words, skills are more portable than we once thought.

For example, the data reveals that the technical and enterprise skills commonly asked for an Environmental Research Scientist are portable into at least 13 other jobs where skills overlap, such as a fire officer, life science technician and medical administrator. The common skills and capabilities between these jobs include data analysis, resource management, contract management

and natural resource management.

Not all job switches are an overnight exercise—some will require additional formal or on-the-job training, such as the transition from a nurse to an anaesthetist. The job clusters do provide the opportunity to identify skill gaps and find ways to fill them such as by taking short courses, further study, gaining early career experience, or seeking out on-the-job training. Going one step further, our report also identified which of the job clusters offer greater long term security on average than others.

What these findings reinforce is that the way careers education is currently provided to young people is flawed. So how do we help young Australians prepare to traverse a jobs cluster?

We need to shift the way we approach our working lives —to think in terms of skills instead of jobs. To ensure this can happen our existing systems including careers education, curriculums, courses and career information need to focus on building a portfolio of applicable skills and capabilities over a person’s lifetime.

Instead of focusing on a ‘dream job’ it may be more useful for young people to consider the ‘dream cluster’ based on

their skills and interests and where they are likely to have the most longevity. Developing a portfolio of applicable skills and capabilities based on the

requirements of the job cluster will help ensure young people are able to easily

move between roles.

For employers, this could mean shifting recruiting practices to hiring based on cluster skillsets rather than experience within a specific industry or role. This would widen the pool of candidates and may help to both reduce vacancies and drive better labour- market matching.

Further, our government, educators, parents and young people could come together to look at what else we can be doing to provide tools and support, as well as information which will help them to deliver careers advice more effectively.

Throughout our New Work Order report series FYA has consistently called for investment in a national enterprise skills and careers education strategy to help shape education in Australia.

With another 200,000 Year 12 graduates taking their next steps toward their working lives at the beginning of 2017, its clear there’s no time to waste in getting this national conversation underway.

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Advancing the science and practice of social and emotional learning in schools:Recent research findings and population-level approaches to assessment

Authors: Kimberly A. Schonert-Reichl, Ph.D. Pippa Rowcliffe, Human Early Learning Partnership, University of British Columbia.

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What knowledge, skills, attitudes, and values will our young people need in order to meet new challenges and achieve success in life and in work in the 21st century? What competencies are needed to ensure that children and youth will thrive and flourish in their roles as the citizens of tomorrow? In the face of current societal, economic, environmental, and social challenges, identifying the skills and competencies that children and young people need for the future is critical, now more than ever before (Schonert-Reichl & Weissberg, 2014). What has emerged in recent years is a growing consensus among educators, researchers, policy makers, and the public-at-large that what is needed is a more comprehensive vision of education—one that includes an explicit focus on educating ‘the whole child’ (Association for Supervision and Curriculum Development, 2007; Bushaw & Lopez, 2013; Greenberg et al., 2003; Rose & Gallup, 2000). Parents, students, and the public-at-large are also beginning to call in increasing numbers for such a focus. Business and political leaders are urging schools to pay more attention to equipping students with what are often referred to as ‘21st century skills’ (Heckman, 2007; National Research Council, 2012), including problem solving, critical thinking, communication, collaboration, and self-management. In order for children to both thrive in the moment and to achieve their full potential as productive adult citizens in a pluralistic society and as employees, parents, and volunteers, there must be explicit and intentional attention given to promoting children’s social and emotional competence in schools (Weissberg & Cascario, 2013).

Promoting social and emotional competence in schools: What does the research say?A growing body of literature demonstrates that children’s social and emotional competence not only predicts success in school (for example, see Oberle, Schonert-Reichl, Hertzman, & Zumbo, 2014), but also predicts a range of important outcomes in late adolescence and adulthood, including physical health, substance dependence, and overall wellbeing (Moffitt et al., 2011). Recognising the interrelationships between social-emotional competence and academic success, researchers have argued that fostering positive social and emotional development may be key to enhancing academic growth (see Greenberg et al., 2003; Zins, Weissberg, Wang, & Walberg, 2004).

In a study of 423 sixth and seventh graders, Wentzel (1993), for example, found that students’ pro-social classroom behaviours, such as helping, sharing, and cooperating, were better predictors of academic achievement than were their standardised test scores, even after taking into account academic behaviour, teachers’ preferences for students, IQ, family structure, sex, ethnicity, and days absent from school. Similarly, in a longitudinal study of 294 Italian children, Caprara

and colleagues (2000) found that pro-social behaviour in third grade (average age 8.5 years), as rated by self, peers, and teachers, significantly predicted both academic achievement (explaining 35 percent of the variance) and social preference (explaining 37 percent of the variance) five years later, when children were in eighth grade. Most interestingly, this ‘pro-sociality’ score, which includes cooperating, helping, sharing, and consoling behaviours, significantly predicted academic achievement five years later, even after controlling for third-grade academic achievement. In contrast, early academic achievement did not contribute significantly to later achievement after controlling for effects of early pro-sociality.

In a recent short-term, longitudinal study of 441 sixth-grade Canadian students, (Oberle et al., 2014) examined the association between social and emotional competence and academic achievement in early adolescents. Social-emotional competence in grade six, as reported by teachers was shown to be a predictor of student academic achievement test scores in math and reading in grade seven.

Jones, Greenberg, and Crowley (2015) examined the degree to which late adolescent and early adult outcomes were predicted by teacher ratings of children’s social competence measured many years earlier, when children were in kindergarten. Kindergarten teacher ratings of children’s pro-social skills (getting along with others, sharing, cooperating) were found to be significant predictors of whether participants graduated from high school on time, completed a college degree, obtained stable employment in adulthood, and were employed full time. Moreover, kindergarten children who were rated by their teachers as high in pro-social skills in kindergarten were less likely as adults to receive public assistance, live in or seek public housing, be involved with police, be placed in a juvenile detention facility, or be arrested. These findings suggest that we cannot underestimate the importance of assessing young children’s social and emotional competence early on. They contended that these ‘softer’ skills can be more malleable than IQ or other cognitive measures and, hence, important contenders for intervention.

Social and emotional learning: An emerging field in education Social and emotional learning (SEL) is the process by which individuals acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage their emotions, feel and show empathy for others, establish and achieve positive goals, develop and maintain positive relationships, and make responsible decisions (Collaborative for Academic, Social, and Emotional Learning, 2015). SEL teaches the personal and interpersonal skills that all humans need to handle themselves, their relationships, and their work, effectively and ethically. As such, social-

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emotional competence is viewed as a ‘mastery skill’ underlying virtually all aspects of human functioning.

Historically, SEL has been characterised in a variety of ways, often being used as an organising framework for an array of prevention and intervention efforts in education and developmental science, including conflict resolution, cooperative learning, bullying prevention, and positive youth development (Devaney, O’Brien, Resnik, Keister, & Weissberg, 2006). SEL builds from work in child development, classroom management, and prevention, as well as emerging knowledge about the role of the brain in self-awareness, empathy, and social-cognitive growth (for example, see Best & Miller, 2010; Carter, Harris, & Porges, 2009; Diamond & Lee, 2011; Greenberg, 2006).

One model for SEL has been created by the Collaborative for Academic, Social, and Emotional Learning (CASEL) (www.casel.org), a not-for-profit organisation in Chicago, IL that has been at the forefront in North American and international efforts to promote SEL. Since its inception, CASEL has defined SEL more specifically and has served as a guide to school-based SEL programming (CASEL, 2005). Based on extensive research, CASEL (2015) has identified five interrelated sets of cognitive, affective, and behavioural competencies that are central to SEL: Self-Awareness (e.g., the ability to accurately recognise one’s feelings and thoughts and their influence on behaviours); Self-Management (e.g., the ability to regulate one’s emotions, thoughts and behaviours in different situations); Social Awareness (e.g., the ability to take the perspective of and empathise with others from diverse backgrounds and cultures); Relationship Skills (e.g., the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups); Responsible Decision Making (e.g., the ability to make constructive choices about personal behaviour, social interactions and school and life expectations based on consideration of ethical standards and the wellbeing of self and others).

SEL is sometimes called ‘the missing piece,’ because it represents a part of education that is inextricably linked to school success but has not been explicitly stated or given much attention until recently. SEL emphasises active learning approaches in which skills can be generalised across curriculum areas and contexts when opportunities are provided to practice the skills that foster positive attitudes, behaviours, and thinking processes. The good news is that SEL skills can be taught through nurturing and caring learning environments and experiences (Weissberg et al., 2015).

SEL is grounded in research from developmental cognitive neuroscience that indicates that social and emotional skills can be taught across the life span and are viewed as more malleable than IQ (Schonert-Reichl & Kitil, 2016). Perhaps some of the most compelling evidence for the malleability of social and emotional skills comes from a recent meta-analysis conducted

by Durlak et al. (2011). The meta-analysis conducted by Durlak et al. (2011) examining the effectiveness of SEL programs included 213 school-based, universal SEL programs involving 270,034 students from kindergarten through to high school examining findings of effectiveness. Their findings revealed that students in SEL programs, relative to students who did not receive an SEL program, were found to demonstrate significantly improved social-emotional competence, attitudes, and behavioural adjustment (increased prosocial behaviour and decreased conduct problems and internalised problems). SEL students also outperformed non-SEL students on indices of academic achievement by 11 percentile points. Durlak et al. (2011) found that classroom teachers and other school personnel effectively implemented SEL programs.

Assessing SEL in schools and communities One crucial step in advancing the future agenda of promoting students’ social and emotional competence in schools and communities involves the development and implementation of psychometrically sound and developmentally appropriate measurement tools to assess and monitor children’s social and emotional development over time. ‘What gets assessed gets addressed’—this widely known axiom suggests that systematic assessment is key to create an accountable system in which social-emotional skills, on an equal footing with academic skills, are prioritised, evaluated, and used to plan policies and programs to promote children’s ability to care for themselves and others and prevent adjustment problems later in life.

In British Columbia (BC), Canada, researchers at the University of British Columbia are building toward a comprehensive child development monitoring system. A central component of this system is the Early Development Instrument (EDI)—a teacher-report questionnaire that has been used across BC since 2001 to gather data about children’s developmental characteristics at age five and how ready they are to start school. EDI data provide essential insights into how the health and wellbeing of our children is changing over time so that evidence-based decision making can improve our investment in children and therefore improve child development outcomes. BC EDI data confirm that, over the past thirteen years, while vulnerability in children’s language and cognitive development has reduced, there has been a sustained and steady increase in vulnerability in children’s social competence and emotional vulnerability (see EDI Provincial Report, http://www.edibc2016.ca/).

More recently, HELP researchers created the Middle Years Development Instrument (MDI; Guhn et al., 2012; Schonert-Reichl et al., 2012). This instrument, now being used in 50% of the school districts in BC, across Canada and internationally, is designed to routinely and reliably assess children’s development and wellbeing

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during these transitional ‘middle childhood’ years between childhood and early adolescence. The MDI questionnaire, administered to children in grades 4 and 7 (ages 9 and 12), asks children to report on their social-emotional development, wellbeing, feelings about school, home, and life, and the presence of social and contextual assets at home, in schools and communities (e.g., the supportiveness of adults and peers, after-school program participation).

The MDI has five unique characteristics that have contributed to the survey’s acceptance and usefulness within BC schools and communities. The theme that runs through each of these is the importance of making data available and accessible to those using it toward program and policy innovation.

First, the MDI gives children a voice in reporting how they feel, how they spend their time, and what they would want to see changed within their schools and communities. This voice is essential, not only to provide perspective for policy makers and educators on setting priorities, but engaging children directly and actively in decisions about their schools and communities.

Second, the survey gathers data at a population-level: all children within participating school districts take part in the MDI unless they, or their parent, opt-out. This method avoids common sampling pit-falls including under-representation of children from ethnic minorities or families with lower educational attainment (Anderman et al.,1995; Ellwood et al., 2010). It also promotes stakeholder interest in the results as the survey data represents actual children within a local context as opposed to a statistic derived from a weighted sample (Guhn et al., 2012).

Third, implementation of the survey requires collaboration between schools, school districts, and community partners. This ensures that, once results are reported, both schools and communities work together on improving things for children: this mechanism reflects the continuum of children’s lived experience both inside and outside school.

Fourth, the MDI explicitly asks children about their perspectives on a wide range of social, emotional and physical health issues that are of great interest to parents and guardians. In doing so and in ensuring that reporting is public and accessible, the MDI provides invaluable information to support parents in their own relationships with their children.

Fifth, the MDI has been designed to reflect and support broader changes taking place in the BC education system (changes that are being seen in many other parts of the world). The current transformation of the education curriculum in BC to include personal and social competency at the heart of students’ learning is fully underway (see https://curriculum.gov.bc.ca/). The MDI can act as an important tool in understanding the effectiveness of this renewal approach and in supporting administrators and teachers to understand how to

see progress toward improved personal and social competence.

Toward systems change in education A focus on SEL in the education system requires a systematic perspective and approach (Durlak et al., 2015). The acceptance of the importance of SEL to children’s lifelong health, wellbeing and achievement is a good first step. And underpinning this acceptance with solid evidence and ongoing research about the power of SEL is essential. But to achieve real change in our education systems requires new ways of thinking and behaving: a systems thinking approach. Not only do we need to be concerned with both researching and scaling out effective programs and interventions, but we also need to shine a strong light on the critical importance of supporting teachers’ own wellbeing and the nurturance and effective systems leadership in the education sector (Patti et al., 2015; Mart et al., 2015). These last two are essential components of the required culture shift in the education system. A final essential ingredient is the ongoing capture of relevant and useful data, both at an individual and population level, that holds the focus in the right places, that provides a foundation for evaluation and that gives an ongoing measure of progress at the level of the population toward the larger goal of overall improved child wellbeing.

ReferencesAnderman, C., Cheadle, A., Curry, S., Diehr, P., Shultz, L., & Wagner, E. (1995). Selection bias related to parental consent in school-based survey research. Evaluation Review, 19, 663–674.Association for Supervision and Curriculum Development. (2007). The learning compact redefined: A call to action. A report of the Commission on the Whole Child. Alexandria, VA: Author. Retrieved from http://www.ascd.org/ASCD/pdf/Whole%20Child/WCC%20Learning%20Compact.pdfBest, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81, 1641–1660.Bushaw, W. J., & Lopez, S. J. (2013, September). Which way do we go? The 45th annual PDK/Gallup poll of the public’s attitudes toward the public schools. Phi Delta Kappan, 95(1), 8–25.Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A, & Zimbardo, P. G. (2000). Prosocial foundations of children’s academic achievement. Psychological Science, 11, 302–306.Carter, D. S., Harris, J., & Porges, S. W. (2009). Neural and evolutionary perspectives on empathy. In J. Decety & W. J. Ickes (Eds.), Social neuroscience of empathy (pp. 169–182). Cambridge, MA: MIT Press.Collaborative for Academic, Social, and Emotional Learning. (2005). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs (Illinois ed.). Retrieved from http://static1.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/5331c141e4b0fba62007694a/1395769665836/safe-and-sound-il-edition.pdfCollaborative for Academic, Social, and Emotional Learning. (2015). 2015 CASEL guide: Effective social and emotional learning programs—Preschool and elementary school edition. Chicago: Author. Retrieved from http://www.casel.org/guideDevaney, E., O’Brien, M. U., Resnik, H., Keister, S., & Weissberg, R. P. (2006). Sustainable school-wide social and emotional learning: Implementation guide and toolkit. Chicago: Collaborative for Academic, Social, and Emotional Learning.

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Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333, 959–964.Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). Enhancing students’ social and emotional development promotes success in school: Results of a meta-analysis. Child Development, 82, 474–501.Ellwood, P., Asher, M. I., Stewart, A. W., Aït-Khaled, N., Anderson, H. R., Beasley, R. Nilsson, L. (2010). The impact of the method of consent on response rates in the ISAAC time trends study. International Journal of Tuberculosis and Lung Disease, 14, 1059–1065.Greenberg, M. T. (2010). School-based prevention: Current status and future challenges. Effective Education, 2, 27–52. Greenberg, M. T. (2006). Promoting resilience in children and youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Sciences, 1094, 139–150. Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.Guhn, M., Schonert-Reichl, K. A., Gadermann, A., Marriott, D., Pedrini, L., Hymel, S., & Hertzman, C. (2012). Well-being in middle childhood: An assets-based population-level research-to-action project. Child Indicators Research, 114, 345–369.Heckman, J. J. (2007). The economics, technology, and neuroscience of human capability formation. Proceedings of the National Academy of Sciences, 104, 13250–13255.Jones, D. E., Greenberg, M. T., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105, 2283–2290.Mart, A. K., Weissberg, R. P., & Kendziora, K. (2015). Systematic support for SEL in school districts. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 482-499). New York: Guilford. Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H. Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108, 2693–2698.National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Committee on Defining Deeper Learning and 21st Century Skills, James W. Pellegrino and Margaret L. Hilton, Editors. Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.Oberle, E., Schonert-Reichl, K. A., Hertzman, C., & Zumbo, B. (2014). Social-emotional competencies make the grade: Predicting academic success in early adolescence. Journal of Applied Developmental Psychology, 35, 138-147. Patti, J., Senge, P., Madrzo, C., & Stern, R. (2015). Developing socially, emotionally, and cognitively competent school leaders and learning communities. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 438-452). New York: Guilford. Rose, L. C., & Gallup, A. M. (2000). The 32nd annual Phi Delta Kappa/Gallup poll of the public’s attitudes towards the public schools. Phi Delta Kappan, 82, 41-58.Schonert-Reichl, K. A., & Kitil, M. J. (2016). Malleability of knowledge, skills, values, and attitudes for education in 2030: Developmental considerations and critical constructs in childhood and adolescence. Organisation for Economic Co-operation and Development (OECD) Working paper for initiative on Education 2030. Schonert-Reichl, K. A., & Weissberg, R. P. (2014). Social and emotional learning during childhood. In T. P. Gullotta & M. Bloom (Eds.), Encyclopedia of primary prevention and health promotion (2nd ed., pp. 936–949). New York: Springer Press.

Schonert-Reichl, K. A., Guhn, M., Gadermann, A. M., Hymel, S., Sweiss, L., & Hertzman, C. (2012). Development and validation of the Middle Years Development Instrument: Assessing children’s well-being and assets across multiple contexts. Social Indicators Research, DOI 10.1007/s11205-012-0149-y Weissberg, R. P., & Cascarino, J. (2013, October). Academic + social-emotional learning = national priority. Phi Delta Kappan, 8–13.Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). New York: Guilford. Wentzel, K. R. (1993). Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology, 85, 357–364.Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 3–22). New York: Teachers College Press

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BASTOW EVENING EVENTS FROM ANYWHERE IN VICTORIA Bastow is offering government schools and early childhood networks, outside the Melbourne metropolitan area, the opportunity to participate in our regular evening Twilight Seminars and Horizon Forums via Polycom or Lync.

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