Winter Institute 2023

Hearts, Minds, And Covid-19: Culturally Responsive SEL In A Pandemic World

As social emotional learning (SEL) continues its ascent in the K-12 world, we continue through a pandemic that has gutted emotional reserves, encumbered social connection, and accelerated systemic inequities. In response, educators and scholars have increased their call for SEL rooted in justice and liberation. Through this course, in-service educators will explore foundations of SEL with a lens of educational equity and culturally responsive and sustaining pedagogy (CRSP) while unlearning notions of emotional intelligence that center and privilege whiteness. Over the sessions, participants will apply a growing understanding of SEL, equity, and CRSP to educational design that can be implemented in their practice. 

Participants will have the opportunity to learn from Chloe Diamond, who specializes in culturally responsive and sustaining pedagogy. Participants will learn: 

 1)The ways in which emotional response is shaped bycultural and family practice, including how their ownidentity informs their social and emotional patterns.

2)The pillars of prominent frameworks for SEL and asset-based learning, such as trauma-informed care, healingcentered engagement, and CRSP.

3)Connections between systemic and historical inequity, social and emotional load, and SEL that propagates white supremacy in educational institutions, with an emphasis on the impact of the Covid-19 pandemic.

Seattle University & UCDS Winter Institute

The Seattle University and UCDS Winter Institute prepares educators, counselors and administrators to design curriculum and assessment in their classrooms, schools, and organizations. Through our Winter Institute, participants will learn about designing equitable assessment and curriculum to create a classroom culture of inquiry, engagement, and growth. 

Using Assessment to Enhance Learning

Participants will:

 1)Design a series of formative and summative assessments and accompanying rubrics to assess student knowledge, skills, and SEL dispositions.

2)Analyze and offer feedback on assessments and rubrics using structured protocols.

3)Learn, reflect upon and apply the principles of educative / authentic assessment as outlined in the assigned weekly readings.

Designing Curriculum for Critical Thinking and 21st Century Skills 

Participants will:

1) Examine the foundations of critical thinking and 21st century (21C) skills in relation to science and social studies instruction.

2) Become familiar and understand the ten themes of social studies as outlined by the National Council for the Social Studies (NCSS) and the three dimensions of science learning as outlined by the Next Generations Science Standards (NGSS).

3) Create individualized/differentiated classroom experiences based on the National Curriculum Standards for Social Studies, the Next Generations Science Standards, and Learning for Justice Social Justice Standards. 

Student-Centered Curriculum Design 

Participants will:

1) Understand distinctions between concepts, skills, and process, and use these as an anchor for student-centered curriculum design.

2) Increase their understanding of adjusting a daily lesson to accommodate all learners.

3) Learn how to integrate formative assessment into daily instruction. 

Exploring Independent School Leadership

This Seattle University extension course is intended for current and aspiring independent school leaders who want to engage in a safe and thoughtful learning community examining school leadership values, vision, and execution. These topics will be explored with the tools, frameworks, and personal reflection with the intention of strengthening and growing one’s capacity to lead and excel in independent schools. Over the course of three sessions, participants will define and articulate their personal leadership vision, understand the significance of instructional leadership embedded in a school mission, and gain an understanding of how to operationalize these skills to develop a vibrant and unique school culture. 

In a small cohort of supportive peers, participants will collaboratively problem-solve, give and receive feedback, and listen constructively while they...

1) Explore and articulate their personal leadership vision

2) Connect personal vision to a theory of action or school leadership

3) Increase familiarity with research and research-based frameworks that outline qualities and skill patterns of high performing school leaders

Who should attend the institute?

  • K-12 educators, counselors and administrators
  • Instructional leaders (e.g., coaches, mentors, PD leaders)
  • Higher education teachers and administrators
  • Individuals interested in supporting others' social-emotional growth


  • Seattle University, UCDS or Online

Registration: email