The Worthington School District seeks to empower a community of learners who will change the world. We believe that all students are capable of success. Success is determined based on each child's individual needs; success may look different for every child. The whole child approach to learning redirects educator efforts from a narrow focus on academic achievement to an
all-encompassing focus on physical, social, emotional, and cognitive learning structures and supports.
Social-Emotional Learning is one of the most critical issues in public education today. In Worthington, we are proud of our ongoing efforts to ensure that this learning is completely integrated into our academic learning. Our educators prioritize the importance of social and emotional well-being, however, we also realize this can be difficult to keep in focus as we balance the pressures of higher academic standards and state testing accountability. Our administrator and teachers are involved in professional learning that focuses on the "how" of integrating SEL strategies into the classroom. They are members of The School Superintendents Association (AASA) and The Association for Supervision and Curriculum Development (ASCD) SEL Cohort, they have attended Responsive Classroom Practices and Restorative Practices workshops so that they have the knowledge and understanding to help our students work through difficult situations together. Challenging behaviors and events are inevitable and we know that we must work to help our students respond appropriately so that learning can take place. We also know that our students thrive when they have a trusted "go-to" adult in their lives while at school. When students are connected to the learning and experience a sense of belonging, their understanding of the standards being taught improves. It is truly all about the positive relationships our students get to experience in our schools.
Creating a Sense of Belonging in our schools and in the classroom is a non-negotiable for our teachers, administrators, and staff. This SEL strategy is one of our Continuous Improvement Plan goals in Worthington and the "how" is truly what matters.
We know and believe that a Sense of Belonging matters for a child's educational success, but how do we make it happen?
Here are just a few ways in which I have observed a Sense of Belonging come to life in
Worthington Schools.
Learning Spaces
󠇯Flexible partner/group arrangement and overall structure that encourages communication
and collaboration.
󠇯Student growth is recognized. The focus is on effort and/or finished product.
󠇯The classroom environment has opportunities for students to build community
(i.e. shout our board, conversation jar, etc.)
󠇯Expectations, procedure, and behaviors are created collaboratively and are displayed
for all to see.
󠇯Displays of student interests, passions, and curiosities, within and outside of the school
setting.
Staff to Student Interactions
Staff intentionally plans for daily opportunities to build and support community for
students all year long.
󠇯Staff greets students at the door by name; making students feel seen and welcome.
󠇯Staff is mobile and actively working with students.
󠇯Students feel “believed in” and “loved” by all staff.
󠇯Staff uses eye contact with students as well as authentic and genuine smiles.
󠇯Staff uses positive affirmations and recognizes students for random acts of positivity.
󠇯Staff gives specific and positive feedback.
󠇯Staff allows flexible learning styles or other non-traditional ways for students to connect
with the content.
󠇯Staff is intentional about face-time with students, cultivating in-depth personal connections
and conversations by sharing personal stories, battles and/or triumphs.
󠇯Staff engages students in a meaningful daily closing activity.
󠇯Failure is modeled and worked through together.
󠇯Staff exhibits positive posture and body language.
Administrators, Teachers & Classified Behaviors
(Staff to Staff Interactions)
󠇯Staff are willing to take risks – willing to share failure(s) with their peers and are able to
learn from that failure.
󠇯Staff engage in in-depth personal connections and conversations with each other.
󠇯Staff listen to peers respectfully and work to problem solve collaboratively. Staff engages
in active listening, not just listening to respond.
󠇯Staff know the names of all co-workers and use them when talking with them.
󠇯Staff help each other and accept help from each other.
󠇯Staff interact and talk with all co-workers in the building, even if they are not necessarily
friends.
Student Outcomes of a Belonging Classroom
󠇯Students are willing to take risks – willing to fail in front of their peers, and are able
to learn from that failure.
󠇯Students use eye contact with each other as well as authentic and genuine smiles.
󠇯Students engage in in-depth personal conversations and create authentic connections.
󠇯Students listen respectfully and work to problem solve collaboratively.
󠇯Discussions have a mutual level of comfort.
󠇯Students know all of their classmates’ names and use them when talking with them or in reference to them.
󠇯Students engage in active listening with each other, not just listening to respond.
󠇯Students give advice and help each other, often asking a peer for help before the teacher.
󠇯Students interact and talk with all students in the classroom, even if they are not necessarily friends outside of school.
󠇯When adults and students pass each other in the hallways, there is always acknowledgement of the other person.
Thanks to our Worthington School Community for making this matter in our schools and with our students and staff.
