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emotional learning (SEL) (Gay, 2018; encouraged not only academic but
Hammond, 2015: Ladson-Billings, social-emotional development. School communities
2009). Ergo, an equity-focused must seize the
mindset is committed to providing all Social-Emotional
students access to opportunities for Engagement opportunities that
success, and a taxonomy helped me diversity presents
envision equity more comprehensively. The Center for Academic, Social, and through a demonstrated
Emotional Learning (CASEL) defines
The Building Equity Taxonomy (Smith, SEL as “the process through which commitment to
Frey, Pumpian, & Fisher, 2017) comple- children and adults understand and
ments NJDOE’s definition by providing manage emotions, set and achieve disrupting inequitable
elemental descriptions that helped me positive goals, feel and show empathy outcomes perpetuated
rethink what equity looks like in prac- for others, establish and maintain
tice in a school environment. Below, positive relationships, and make by separation.
I explore five levels of the taxonomy, responsible decisions” (https://casel. In our school, we held high expectations
which are physical integration, social- org/what-is-sel/). for all students and provided access to
emotional engagement, opportunity SEL is imperative for educating the a quality curriculum. We implemented
to learn, instructional excellence, and whole child. Furthermore, through an in-class support model, where all stu-
engaged and inspired learners.
self-regulation, it prepares students dents received small-group instruction.
Physical Integration to demonstrate 21st-century skills. We challenged policies that perpetuated
structural inequities (such as tracking)
While academic growth targets did
The foundational level of the taxonomy not measure SEL, our instructional and found creative ways to provide aca-
speaks to the value of diversity in approaches helped us view success demic enrichment for all students.
a school environment. As such, and growth in other ways.
school communities must seize the Instructional Excellence
opportunities that diversity presents by We fostered SEL in the following ways: Smith and colleagues (2017) assert,
acknowledging the complexity of culture • Students were greeted by staff “Learning is at the heart of what schools
while demonstrating a commitment each morning to set a positive do... In equitable schools, leaders make
to disrupting inequitable outcomes and welcoming tone for the certain that every system is aligned
perpetuated by separation. The focus morning as part of an intentionally to support teaching and learning” (p.
is on the multi-faceted dimensions of inviting atmosphere (Smith, 107). Excellent instruction is a non-
identity, accounting for factors such as Fisher, & Frey, 2015). negotiable factor for achieving equity.
race, ethnicity, physical ability, language, • We engaged students with The taxonomy suggests a quality
class, gender, and family structure, Responsive Classroom practices instructional framework that includes
to name a few. Doing so affords such as Morning Meeting (Kriete & differentiation and inclusive practices
school communities opportunities for Davis, 2014) and Positive Teacher that effectively employ assessment
rich experiences of interacting with Language (Denton, 2014). for learning and to inform instructional
individuals from various backgrounds. • Habits of Mind were infused decisions (Smith et al., 2017). Ongoing
At our school, we sought to maximize into instruction to increase professional development (PD)
the physical integration of our school students’ self-awareness of skills promoted instructional excellence.
community by valuing our racial, cul- and dispositions necessary for Schoolwide, we implemented con-
tural, and socioeconomic composition. success (Costa & Kallick, 2009). structivist approaches to learning
Through heterogenous placements and • We employed a restorative such a balanced literacy and in-
an increased focus on inclusion, we approach to discipline, where we vestigative STEM experiences. PD
promoted understanding and apprecia- treated conflicts as opportunities for evolved from a fragmented approach
tion for learning differences. In addi- learning to become better citizens to covering initiatives and evidence-
tion to culturally responsive teaching, and understanding the natural based practices to a data-informed
parent volunteers from various back- consequences of our actions. and teacher-guided approach that was
grounds and professions partnered ongoing and focused. For example,
with our school to present and partici- Opportunity to Learn teachers participated in monthly
pate in school events, which provided The taxonomy encourages us to take teacher-led PD. They received com-
our students with novel learning op- ownership and create opportunities to mon planning time where grade-level
portunities. Viewing our school from a increase access to learning for all stu- teams planned instruction and shared
physical integration perspective helped dents, through a conscious approach outcomes and ideas from piloting cur-
broaden my perspective beyond to student placement. Rather than riculum resources.
academic test scores (Milner, 2012). focus on the gaps in achievement, we
For example, our focus on increas- view achievement disparities from an
ing inclusion opportunities assisted opportunity gap perspective (Milner,
students in meeting their individualized 2010, 2012).
education program (IEP) goals that

Educational Viewpoints -50- Spring 2020