School improvement plan

• Coach students in recognizing the physical signs of strong emotions, identifying those emotions, and navigating situations by choosing appropriate responses.
• In an effort to achieve collective efficacy, we are looking to maximize common planning time between grade-level teachers and co-teachers, and allow for professional flexibility to complete planning tasks using best practice instructional designs. 

Coaching Students in Emotional Awareness and Regulation

Teaching students to recognize and manage their emotions is a critical component of social-emotional learning (SEL), which has been proven to improve both academic and behavioral outcomes. When students can identify the physical signs of strong emotions (e.g., heart racing, sweaty palms) and connect those to specific feelings (e.g., anger, frustration, excitement), they are better equipped to navigate situations more thoughtfully. This skill helps reduce impulsive reactions, lowers classroom disruptions, and increases students’ ability to focus on learning.

Additionally, fostering emotional regulation empowers students to build positive relationships, engage more fully in collaborative work, and develop resilience in the face of challenges. By coaching students in these skills, schools create a supportive environment that addresses the whole child, resulting in improved academic performance, better peer relationships, and long-term success.

Maximizing Common Planning Time for Collective Efficacy

Research consistently shows that collective efficacy—the shared belief among teachers that they can positively impact student outcomes—is one of the most significant factors influencing student achievement. Maximizing common planning time among grade-level teachers and co-teachers allows for more structured collaboration, data analysis, and sharing of best practices, which enhances the quality of instruction across the board. When teachers have dedicated time to plan together, they are able to align on goals, design differentiated instruction, and integrate diverse perspectives.

By fostering an environment where teachers work collaboratively and have the time and space to engage in high-quality instructional design, the school strengthens its capacity to meet diverse student needs and improve overall learning outcomes.

These goals support not only academic achievement but also create a positive, collaborative, and responsive school culture.

Coaching Students in Recognizing and Regulating Emotions

1. Continue to Implement our Social-Emotional Learning (SEL) Curriculum: Our SEL curriculum systematically teaches students about recognizing physical signs of emotions, identifying them, and choosing appropriate responses. Programs like Second Step or RULER provide structured lessons that can be integrated into daily instruction.
2. Use Morning Meetings or Check-ins: Start the day with a short emotional check-in, where students identify how they’re feeling and discuss strategies for managing emotions. This can create a consistent practice and safe space for students to reflect on their emotions regularly.
3. Mindfulness and Relaxation Techniques: Teach students mindfulness practices, such as deep breathing or body scans, that help them recognize physical signs of stress or excitement. These techniques can become tools students use in the moment to regulate emotions.

Maximizing Common Planning Time for Collective Efficacy

1. Dedicated Common Planning Time: Ensure that common planning time is built into the master schedule for grade-level teachers and co-teachers. Having uninterrupted, scheduled blocks of time that are reserved for collaboration increases consistency and focus on planning tasks.
2. Create Shared Digital Planning Spaces: Use collaborative digital tools like to allow teachers to co-plan, share resources, and give feedback on each other’s lessons outside of formal planning time. This promotes ongoing collaboration and flexibility.
3. Encourage Peer Observations and Feedback Cycles: Pair teachers within and across grade levels for peer observations, allowing them to observe and reflect on each other’s instructional strategies. These reflective discussions during planning time can lead to more cohesive and effective instructional approaches

By utilizing these strategies, Willow Creek can strengthen students' emotional skills while simultaneously fostering a collaborative data-driven culture among teachers, ensuring success on both goals.