In Shift Teaching Forward, Kelly Cassaro gives educators the knowledge, insight, and practical advice they need to prime students for the social, emotional, and behavioral skills they need to thrive in tomorrow's workplace. Shift Teaching Forward showcases the ecosystem of elements that characterizes a successful job-training program. As educators, we need to focus not only on standards alignment and technical skills, but also on the soft skills that will make students stand out as job candidates. In today's labor market, being able to do the job is just the first step. We need to prepare students to interact with others, contribute to inclusive workplaces, and become collaborators--whatever their industry or career goals.

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Cover -- Title Page -- Copyright Page -- Contents -- Introduction -- Chapter 1 The Jobs Landscape Is Changing -- Change Is the Only Constant -- The Pandemic and Everything After -- Understanding the Future of Work -- Who Does the Work -- How the Work Is Done -- Giving Students the Advantage -- Chapter 2 The Connection between Education and Employment -- The Bridge between Secondary Education and Employment -- Challenges and Barriers -- Sage on the Stage, Guide on the Side -- Evolving Mindsets -- The Importance of Equity in Education -- A Sense of Belonging -- Embedding Employability into the Curriculum -- Guaranteed Work Experience -- Chapter 3 Two Frameworks for Understanding Social-Emotional Skills -- SEL in the Jobs-Training Landscape -- What Is Social and Emotional Learning? -- Which SEL Skills Need to Be Taught? -- The CASEL 5: Core SEL Competencies -- Self-Awareness -- Durable Skills Framework -- What Are Durable Skills? -- Leadership -- Character -- Collaboration -- Communication -- Creativity -- Critical Thinking -- Metacognition -- Mindfulness -- Growth Mindset -- Fortitude -- Closing Thoughts on Social and Emotional Learning -- Chapter 4 Does Teaching Social-Emotional Learning Work? -- Emotional Intelligence and Academic Achievement -- Links between Moral Reasoning and Academic Performance -- School-Wide SEL Programming's Impact on Academic Performance -- School-Wide SEL Programming's beyond Academic Achievement -- Characteristics of Successful SEL Programs -- Longevity of Impacts from SEL Interventions -- Emotional Intelligence and Job Performance -- The Case for SEL: A Summary -- Chapter 5 Evaluating Social-Emotional Learning Needs, Activities, and Outcomes -- Start with the End in Mind -- What Does Formative Evaluation Involve? -- Eight Steps to Support the Formative Evaluation Process -- Step 1: Determine the Desired SEL Outcomes. Step 2: Align Desired SEL Outcomes with Learner Skills -- Step 3: Evaluate SEL Competencies -- Step 4: Determine Skill Gaps -- Step 5: Determine How to Implement Training -- Step 6: Conduct a Cost-Benefit Analysis -- Step 7: Prioritize and Strategically Plan SEL Training Needs -- Step 8: Plan for SEL Training Evaluation -- What Does Process Evaluation Involve? -- Exploring the Kirkpatrick Model -- Kirkpatrick's Level 1: Reaction -- Kirkpatrick's Level 2: Learning -- Kirkpatrick's Level 3: Behavior -- Kirkpatrick's Level 4: Results -- What Does End-of-Program Evaluation Involve? -- Impact Evaluation -- Outcome Evaluation -- Summative Evaluation -- Best Practices in Experimental Design -- How Do We Robustly Measure SEL? -- Validity and Reliability -- Sampling -- Ethics -- Chapter 6 Overcoming Student-Specific Employability Challenges -- Increasing Exposure and Igniting Interest -- Increasing Social Capital -- Identifying and Overcoming Pressures -- Identifying Student Strengths -- Cultivating a Sense of Belonging -- Challenges beyond the Educator's Reach -- Chapter 7 Establishing Common Language for an Employability- Driven Classroom Culture -- Common Language for Career-Focused Competencies -- Common Language for a Culture of Learning and Teaching -- Chapter 8 Classroom Strategies to Increase Employability -- Three Strategies for Creating a Supportive Culture -- Feedback and Reflection -- Put Yourself in the Shoes of a Recruiter and Employer -- Celebrate Failures -- Role Plays and Case Studies -- Role-plays -- Case Studies -- Bring In the Learning and Take Out the Learning -- Embrace AI in Your Teaching Practice -- Micro-Moments for Increased Career Awareness -- Career Spotlights -- Interview Question Bursts -- Matching Problems to Careers -- Chapter 9 Developing Curriculum Where Employment Comes First. The Employability-Focused Curriculum Design Process -- Know Your Audience -- Deeply Understand the Targeted Role to the Level of Daily Activities and Skills -- Gather Additional Data about the Role -- Identify the Breakdown Moments for the Targeted Role -- Connect Those Moments to the Program's Performance Goals -- Create an Assessment Plan -- Select Employability Skills That Will Be Taught in Addition to the Role's "Hard" Skills -- Design an Interactive Learning Journey -- Employment at the Center of Design -- A Note on Design Thinking -- Conclusion -- There Is Power in Community -- Start Somewhere, and Start Small -- Everything Begins with Intention -- Go Forward -- Resource Guide -- References -- Acknowledgments -- About the Authors -- Index -- EULA.