The NPS asks students, "How likely are you to recommend Relay to a friend or colleague?" At the same time that New York became the epicenter of the COVID-19 pandemic in the spring of 2020, Relay New York's NPS score reported a record high for the campus (NPS: +3.0, up from -19.0 in the fall). The NPS asks students, "How likely are you to recommend Relay to a friend or colleague?" At the same time that New York became the epicenter of the COVID-19 pandemic in the spring of 2020, Relay NY's spring 2020 NPS score reported a record high for the campus (NPS: . +3.0, from -19, 0 in autumn). The Collaborative for Academic, Social, and Emotional Learning (CASEL) cites strengthening adult SEL competencies as a key area of focus for school districts to consider in the wake of the pandemic (CASEL District Resource Guide, . 2022).
The majority of higher education programs included in the study did not include any of the five dimensions in their courses related to student SEL. It is not enough for new teachers to receive instruction on how to teach SEL to their K-12 students, they must also maintain their social and emotional competence to be successful on the job (Schonert-Reichl, 2017). A teacher's ability to manage their own emotions affects their effectiveness and behavior in the classroom.
By the end of the month, nearly all public school districts in the country had closed. This was “the first near-synchronous nationwide closing of K-12 public schools in the US” (Zviedrite et al., 2021, p. 1). Virtual environments can be isolating for students, and pandemic stressors appear to have increased feelings of anxiety in the online world (Scull et al., 2020).
Awareness and Faculty Actions." The first three codes were derived from CASEL's SEL framework and were adapted to the interview question protocol. Innovation." These subcodes derive from best practices for faculty action during the pandemic that emerged in the literature review.Students reported consistent positive feelings about Relay faculty in the survey questions included in this study, with marginal growth during the fall 2021 pandemic.
For example, in 2019, an online promoter explained his score: “The lecturers are very supportive and encourage you to succeed.” In 2021, an online promoter said: “The professor is really patient with me.” And that's how a lot of community is built.” Time dedicated to processing their experiences. This reflects findings in the literature review that teachers experienced high levels of stress and reported feelings of disconnection (Diliberti et al., 2021, Reich et al., 2020).
I'll be at your school four weeks from today...the normal wasn't actually that effective. Eileen said, “The graduate students I worked with were not all full-time faculty. Bernie summarized: “Maybe people aren't getting that sick right now, but the impact is the trauma of many experiences on students… on school communities.” The pressure of learning gaps was an example of persistent impact.
Second, the literature confirms the benefits of teachers with social and emotional competence in the classroom.
When Relay leadership analyze trends in the institutional survey data, special attention should be paid to questions regarding faculty that will lend insight into
In addition to analyzing trends as an institution, monitoring these trends can occur on an individual basis. Relay faculty complete a standard reflection template
Recommendation #2: Faculty best practices for building positive relationships with students should be included in new faculty. Take personal notes during 1:1 office hours or meeting times for continuity and follow-up. In a virtual learning environment, with an average of 50+ students on Zoom during live sessions, Relay faculty are unable to rely solely on class time to build meaningful personal relationships.
Positive student-teacher relationships inform academic performance as student motivation and engagement are stronger (Pianta, Steinberg, & Rollins, 1995; Wang & Holcombe, 2010). Strong relationships also help combat the isolation of virtual environments (Scull et al. 2020; Boiling et al., 2012). By setting aside time at the beginning of the year to get to know their students, faculty build a foundation of connection and trust.
Faculty should take notes during their individual meeting times with graduate students in office hours throughout the year. Relay faculty frequently cited this
Especially during the ongoing pandemic, providing space to connect with graduate students for support and processing is an important practice (Quezada, et al., 2020). As the faculty interviewed shared, smaller groups that meet consistently are able to build more personal relationships than when they interact in the larger group. Community circles offer space for informal check-ins, academic directions related to coursework, or themes based on cultural events (Hoppey et al., 2021; Scull et al., 2020).
As teachers reported feelings of disconnection during the pandemic, community circles are also an important practice for building peer relationships (Reich et al., 2020). This study recommends that Relay take more action to maintain these close relationships with alumni via faculty relationships. This study found that faculty developed strong, personal relationships with graduate students they taught during the pandemic.
Amid the stress and anxiety of teaching during a crisis, graduate students found solace in office hours with professors who demonstrated self-awareness. As mentioned, alumni who graduated in 2021 and 2022 reported the highest NPS scores ever and feelings of satisfaction with their Relay experience. Relay's Alumni Affairs team could consider how faculty and student bonds can be used to build long-term relationships with alumni faculty.
Approximately 90% of Stafet alumni from the last six years are still working in the field of education (Stafet Alumni, n.d.). The council meets once a month during the school year to discuss ongoing improvements for the Relay as an institution. Missing from this dialogue are topics relevant only to alumni, including ways alumni can continue to engage with the faculty and Relay as an institution.
There is room for growth in alumni engagement, and their relationships with faculty can be key. Recommendation no. 4: Relay can learn from faculty innovations in online teaching to inform future staff training.
As Relay transitions to an updated model that is fully online and national in the 2023-2024 school year, this study recommends leveraging the experience of
Relay should (re)implement feedback loops between faculty and managers focused on the quality of their online instruction. During interviews, faculty
By examining the root causes behind higher NPS scores and corroborating student survey results, especially during a time of increased teacher stressors, this study was able to validate Relay faculty's demonstration of social and emotional competence. Relay faculty have acted intentionally to build positive relationships, demonstrate social and self-awareness, and continually innovate education to enhance the student experience. The Missing Piece: A National Survey of Teachers on How Social and Emotional Learning Can Empower Children and Transform Schools.
Integrating social-emotional learning and culturally responsive teaching into teacher education preparation programs: The Massachusetts experience so far. Key features of high quality policies and guidelines to support social and emotional learning: recommendations and examples for the Collaborating States Initiative (CSI). Come to a screeching stop': Can change in teacher training during the COVID-19 pandemic be seen as innovation.
The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. A school-based randomized clinical trial of an integrated social-emotional learning and literacy intervention: Effects after 1 school year. The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practical learning online.
To reach students, teach teachers: A national scan of teacher preparation and social and emotional learning. Facilitating a Pathway to New Teacher Certification Amid the COVID-19 Pandemic: Unpacking the States' "Unchanged-New Flex" Guidelines. I am exploring the social and emotional competencies of relay faculty toward graduate students in order to codify strategies and lessons.
The focus of my study is the growth of positive student experience at Relay during the COVID-19 pandemic. This study focuses on growth in positive student experience at the [Graduate School of Education] during the COVID-19 pandemic and faculty implementation of social and emotional competencies in their teaching and advising work during that time. When you think about your role as professor and adviser, which social and emotional skills do you think are particularly important and why.
