The Office of Student Support Services is responsible for promoting the provision of student supports necessary to capitalize on each student’s potential. Student supports include programs, services, activities, and instruction that intentionally focus on critically important areas of school and student development.
Over the coming months the New York State Education Department will be reviewing and updating our existing guidance and creating supplemental resources. To do that, we’d first like to establish a small core team of SED and external partners to serve as the decision-makers and developers for our content. While specific plans are tentative pending core team input, this group would likely take on much of the project labor of soliciting input from a broad and diverse stakeholder group, editing existing resources and developing supplemental resources, again soliciting feedback on these new edits and resources, and making final edits.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) recently updated their definitions of social emotional learning (SEL) as well as the definitions for each of the five core competencies to reflect their work on transformative (equity-focused) SEL.
Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.
SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.
These changes make explicit how the competencies are meant to be used for empowerment of young people and adults by centering identity, agency, and belonging.
We’re currently seeking one graduate level intern to assist in the coordination and management of this work. Duties will include:
• Conducting relevant literature reviews and developing summaries for SED staff
• Researching other states’ work in this area and developing summaries and comparisons
• Attendance at relevant meetings
• Organization and facilitation of group activities, including facilitation of focus groups and communication with work group members to provide support and resources as needed
• Review and editing of materials developed by the work group
• Other duties as assigned
Intern will be expected to attend relevant webinars and online or in-person trainings as selected by their supervisor.
Qualified applicants will be graduate students or recent graduates of a Master’s degree program. The ideal candidate holds degrees in education, social work, psychology, counseling, or other helping profession and has a working understanding of whole child education and/or social emotional learning.
15-20 hours per week
Intern must be available Mondays, 3-5pm
Qualified candidates should email a cover letter, resume, transcript (student copy is acceptable), and completed internship application to firstname.lastname@example.org Please include the Assignment Number (OHE-F21-1) in the subject line of your email to reference this assignment.