Survey Responses Part 2
COALITION UTAH asked State Board 7 candidates about SOCIAL EMOTIONAL LEARNING. Here's what they had to say...
Social Emotional Learning (SEL) - 3
The Board’s Portrait of a Graduate (PoG) framework promotes Social and Emotional Learning competencies (attitudes, values, beliefs) for all students as defined by the state.
A) Is it appropriate for the Board to advance PoG or similar frameworks in schools statewide?
B) If appropriate, what actions will you take to support PoG? If not appropriate, what actions will you take to oppose PoG at the state and local levels?
A) Anything that promotes SEL should be eliminated.
B) I would work to make those changes at state and local levels. PoG should be eliminated. BTW removing the definition of SEL does not remove SEL in our Utah Education system.
A) The PoG has several subheadings which include the following:
1. Lifelong Learning and Personal Growth
2. Service
3. Hard work and Resilience
4. Honest, Integrity, and Responsibility
5. Wellness
While at face value, these qualities many seems good in nature. If one looks further into this PoG, you see that this is a social credit score. Schools need to focus on reading, writing, and arithmetic. Teachers already have a heavy load and they are not and should not be responsible to teaching things that ultimately come from the home.
B) With all aspects of education, be it policy, curriculum, etc., I will always use my voice to make suggestions and work with others to promote positive change.
A) Since PoG and SEL are essentially the same thing or at least that SEL exists in “Portrait of a Graduate” I would be opposed to their advancement, including the removal of the definition of social emotional learning or the renaming of it while continuing its practices to influence the values and belief systems of our children.
It Is NOT the states role or responsibility nor is it the schools to teach “values” or “beliefs” to our children.
These should be taught in the Home and (if desired) at Church by the parents supported by thier respective church leaders.
Wasn’t this the reason we removed the Ten Commandments from schools because we didn’t want them forced any one specific way of thinking?
How is it then justifiable to be teaching values and beliefs in the school when those values and beliefs may be antithetical to the family’s values and beliefs this does not belong in the school whatsoever.
B) My votes will be to overturn such policies.
A) Social skills (like peer interactions or appropriate behaviors in school) are regularly reviewed and encouraged in the classroom without the adoption of SEL frameworks. Social and Emotional learning should be taking place in the home.
B) [Not provided]
A) Absolutely. I am a post-retirement teacher, back in the classroom. After teaching 18 years and being an administrator for 16 years, I am back. This coming year is my third year back in the classroom.
Our District follows the Portrait of a Graduate. Each grading period I also evaluate my students in Work Ethic, Responsibility, Dependability, Respect and Communication. I believe these standards are important standards. In fact, I find that those who do well academically are usually doing well in the Portrait standards.
Those students who may struggle with the academic portion, but master the Portrait standards receive my thanks and recognition with the Protrait standards.
These standards may make the student more successful in real life than my mathematical standards. I used to tell students in my office that were struggling to attend school, that education and who you know open the doors to opportunity, but these soft skills keep that opportunity long term.
B) How will I support them? My experience with them and my appreciation to students and parents for having those skills. Also relating my experiences with those standards as an educator and my relationship with my students with regard to those standards.
A) Anything that has to do with SEL should be removed from our schools. PoG does not focus on the basics of education and that is where we must put our focus. Academics need to be at the forefront in the classroom.
B) My votes on the board would reflect that attitude. I will support teachers in their responsibility to teach academics – but I will fight against SEL.
Social Emotional Learning (SEL) - 4
The Board’s Personalized Competency Based Learning (PCBL) framework prioritizes teaching and assessing student’s subjective Social and Emotional Learning competencies (attitudes, values, beliefs) over their acquisition of objective, traditional academic knowledge and skills. These subjective competencies are quantified & measured primarily via tech-based platforms.
A) Is it appropriate for schools to inform and evaluate students’ non-academic competencies? Why or why not?
B) What action will you commit to as a Board member consistent with your given answer?
A) A PEW Research Survey in 2023 showed only 16% of Americans say public K-12 education is going in the right direction. Fewer than 50% of Utah’s students graduate proficient in core subjects. Utah children deserve better, we must Return to Academic Excellence and remove the subjective Social and Emotional Learning.
B) [Not provided]
A) Without privacy, there is no freedom. No, it is not appropriate for schools to evaluate student’s non-academic competencies. There is a program called Panorama and this survey topic measures students’ life skills, such as growth mindset, self-management, self- efficacy, sense of belonging, and more. Once again, schools need to stay in their lane.
While on the topic of attitudes, values, and beliefs, there is also a SHARP survey that students take twice in middle school and once in high school. Some questions that are asked are as follows, “do you ever feel like killing yourself,” “have you every tried drugs,” and “how many friends do you think you have?” Parents do not have access to these questionnaires before their students take them. This is a violation of privacy. Parents often approve of their kids taking this survey without understand what is involved. Any questionnaire or survey should be made public, then parents can make a decision if their child should or should not take it. I know many kids who after taking this test felt gross, horrible, and depressed.
B) With all aspects of education, be it policy, curriculum, etc., I will always use my voice to make suggestions and work with others to promote positive change.
A) See answer to question 3.
For the same reasons these “competencies” should not be taught at all, they should also not be measured. This “measuring” of competencies adds an extra pressure for conformity to others belief systems and values and again maybe antithetical to the family or child’s belief systems and values. This has no place in our schools…
B) My votes will be to overturn such policies.
A) Whether from direct instruction or personalized competency based learning, SEL frameworks should not have a place in the school curriculum. For PCBL, teachers can find ways to personalize learning without the reliance on technology.
B) [Not provided]
A) Each of these soft skills: Work Ethic, Responsibility, Dependability, Respect, and Communication have a matrix to do the evaluation. I am not aware of any tech-based platforms. We have an old fashion matrix, and just like my educational standards are known, so are the soft skill standards known. Dependabilities reflects attendance which is actually controlled by the District, but can be overridden by the teacher in case there is a known circumstance for an attendance issue. I place high value on homework percentage for Responsibulity and Work Ethic. My students are aware of my break downs for the evaluation. Communication can be participation in class, communicating with the teacher and students about what is being taught or about asking for help, etc. Respect is, well, respect for teacher, other students and self. The matrices for each of these is posted on posters at the front.
I would definitely not say my evaluation of these soft skills is more improtant than my academic evaluation. In fact, my academic evaluation is much more important. I teach math and taught physics, definitely an academic teacher.
I look at the soft skills as a thank you for doing all you could do in my class to make it a great atmosphere where each student can learn, and thank you for doing what you could do to be your very best. It is a reminder to those who did not and that they can do better.
My dad used to say to me that my academic grade was a reflection on me and my citizenship grade was a reflection on him and I better reflect well for him. My son’s dad (me) said the same thing to my son. In my home accountibilty was on me, not my teachers. Same with my son. I hope it is the same with any grandchild I might be blessed to have. Success comes from discipline and hard work, not excuses.
B) [Not provided]
A) I saw a huge issue with this in the classes that I taught at SLCC. Students would come in expecting me to grade them on their beliefs and attitudes. That is not what I was hired to do. I was there to help them learn a specific subject and that is what I did.
B) My votes on the board would reflect that attitude. I will support teachers in their responsibility to teach academics – but I will fight against SEL.
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