6 EDCAL August 21, 2017
Report finds SEL influence needed early
Emphasis on social-emotional learning
in preschool can enable children to thrive
academically, mentally and physically in
kindergarten and through to adulthood,
says a new report out of Penn State.
“Promoting Social and Emotional
Learning in Preschool” posits an important
component of early school readiness and
healthy child development is meeting a
child’s social-emotional needs. Preschool
social-emotional skills include being able
to get along and cooperate with others, manage strong feelings, focus attention and
persist at challenging tasks. These skills
deserve focused attention during the pre-
school years because they are critical for
long-term school and life success, according
to the report prepared with the support of
the Robert Wood Johnson Foundation.
Key findings include: Early social-emo-
tional skills are linked with a wide array of
positive adult outcomes, including positive
mental health, interpersonal relationships,
educational attainment, civic engagement, productive employment and physical health
in later life. These skills can be promoted
during the preschool years with the use of
evidence-based programs.
The authors find that skill-based SEL
programs that are combined with profes-
sional development for teachers and with
academic enrichment programs optimize
social-emotional growth. The benefits are
even greater for children with delays in
social-emotional skill development associat-
ed with early socio-economic disadvantage. To promote school readiness, preschools
need to focus strategically on social-emo-
tional development, concludes the report.
Preschool SEL programming has the
potential to reduce the school readiness gap
and help children become thriving adults.
Pennsylvania State University is creating
a series of briefs and infographics address-
ing the need for research, practice and
policy on social and emotional learning.
Visit www.rwjf.org/socialemotional-
learning.
HOEFER track record, it is easy to see that evidenced
in her work.
In her current role as director of
Educational Services, Hoefer single-hand-
edly manages all state and federal pro-
grams district-wide. Her attitude toward
her accomplishments is humble, prioritizing
students and educators first.
“What I am proud of accomplishing
thus far is what I have learned through
the grapevine about what the teachers said
when I left my last principalship,” she said.
“I am a people person whose passion is kids
and who believes my role as a leader is to
inspire groups to achieve more than they
expected.”
While appreciative of this ACSA honor,
Hoefer said it’s all about the students for
her.
“While I am humbled and appreciate the
recognition of this award, the truth of the
matter is that making a difference in the
lives of students is reward enough,” she said.
For Hoefer, ACSA has been instrumen-
tal in her own personal development, allow-
ing her to expand her leadership capacity
in each successive role. She has completed
several ACSA Academies and encouraged
several other leaders to do the same. She
is a passionate advocate for students when it comes to legislation and has testified
before the State Board of Education. She is
a regular participant in Legislative Action
Days and has participated in the ACSA
endorsement sub-committee.
She has been a member of
the state Board of Directors
and currently co-chairs the
new Leadership Development
Committee.
“ACSA has been instru-
Hoefer
mental in my career,” Hoefer
said. “I joined ACSA as a student before I
even had an administrative position. Over
the years, ACSA has provided professional
growth through the many academies I have
taken (curriculum and instruction, person-
nel, superintendent, categorical, and inno-
vative technology) and conferences I have
attended. I also have developed an incred-
ible cadre of colleagues up and down the
state. The networking and connection with
other administrators is priceless.”
The theme of the upcoming Leadership
Summit is “Leading Beyond Limits,” an
idea that Hoefer clearly embodies.
“I had the opportunity when I was an
assistant principal to work with an incredi-
ble special education teacher,” she said. “She
taught the students with the most intensive needs in the district. Where most would see
limits, she saw possibility.
“I remember she had a student whose
initial preschool IEP included information
that made it seem unlikely that the student
would ever walk or talk and definitely not
read. During his time with the teacher, he
began walking and speaking through assis-
tive technology. What was most remarkable
was that the teacher continued to make
the impossible, possible and she taught the
student to read. Over time his reading skills
continued to improve and he transitioned
from the severe SDC class to the moderate
SDC. This teacher taught me that anything
is possible when a team of committed indi-
viduals sets out to make a difference in the
lives of students.”
It is clear that Julianne Hoefer took that
lesson to heart, as she set about to make a
real difference in the lives of all of the stu-
dents and educators that she has influenced
along the way.
Continued from page 1
“I became a school administrator a bit
by chance,” Hoefer said. “I really wanted
to teach at the university level and had
no intention of being an administrator.
Fortunately, I was talked into becoming first
an assistant principal and later a principal. I
caught the leadership ‘bug’ and there was no
going back.”
She is quick to highlight the vital role
that teamwork played in her evolution to
administrator.
“The only reason I am an administrator
today is because of my first staff,” Hoefer
said. “They taught me about the power
of shared leadership. They focused on the
whole child and owned student achieve-
ment. They came to me with ideas and
when I made mistakes. I loved working
with them, a team of teachers committed
to make a difference in the lives of students.
Everyone wants to be part of a team and I
had found mine.”
Her passion for working with teach-
ers and making a difference in the lives of
students hasn’t wavered since her first foray
into educational leadership. Looking at her
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All ACSA Administrators of the Year will
be honored at the President’s Gala and Awards
Celebration during Leadership Summit in San
Jose, Nov. 3. To register, go to www.acsa.org/
leadershipsummit.