OAR 584-410-0075: Social and Emotional Development to Promote Equity

(1) Across curriculum, experiences, and assessments, the EPP embeds and models the social and emotional competencies outlined below to promote equity-focused personal and professional growth. (2) Self-Awareness – Using a lens of examining personal identity, the EPP will ensure that faculty, staff, and candidates: (a) Recognize and examine personal, cultural, and linguistic assets and other social markers that may influence identity development and emotion regulation as it relates to one's culture, family of origin and historical experiences; (b) Identify, recognize, and examine prejudices and biases through personal reflection by linking feelings, values, and thoughts of one's identity as an educator including their influence as an educator on larger systems (e.g., classroom, school, community); and (c) Examine self-efficacy to develop professional identity and dispositions which enhance one’s capacity to execute behaviors that demonstrate respect for different people, places and contexts. (3) Self-Management – Using a lens of fostering agency, the EPP will ensure that faculty, staff, and candidates: (a) Demonstrate competence in self-regulation strategies including identifying personal and professional stressors, and having the discipline to recognize and express emotions appropriately in a professional setting; and (b) Continuously examine their own practice, sense of agency, initiative, and utilization of a growth mindset to explore areas of professional development; and (c) Utilize planning and organizational skills to set and achieve personal, professional, and collective goals and proactively seek help from key partners to achieve those goals. (4) Social-Awareness – Using a lens of cultivating belonging, the EPP will ensure that faculty, staff, and candidates: (a) Acknowledge the value in others’ perspectives including their assets and strengths; (b) Identify opportunities to express gratitude and model empathy in situationally appropriate ways that promote a healthy understanding of emotions and feelings within shared environments; and (c) Understand the influence that organizations, systems, and social norms, including those that are historically oppressive or unjust, have on attitudes, beliefs and behavior. (5) Relationship Skills – Using a lens of collaborative problem-solving, the EPP will ensure that faculty, staff, and candidates: (a) Develop and foster positive professional relationships while recognizing the importance of work-life harmony and the impact of compassion fatigue on burnout and support-seeking behaviors; (b) Communicate effectively, resolve conflicts constructively and demonstrate group leadership when appropriate; and (c) Use available power and privilege to elevate and amplify the voices of those who have been historically underserved by the education system by acknowledging and recognizing multiple ways of being and knowing. (6) Responsible Decision-Making – Using a lens of stimulating curiosity, the EPP will ensure that faculty, staff, and candidates: (a) Analyze available information, data, and facts to find reasonable and feasible solutions to personal and social problems; (b) Utilize critical thinking skills to anticipate and evaluate the consequences of actions and attitudes, including implications for school and community outcomes; and (c) Identify their scope of influence and impact by reflecting on their own role as an agent of change to promote personal and community well-being.