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Targeting Professional Learning
Karla Bock
MSCIN Program, Western Governors University
GFN1 Task 3: Targeting Professional Learning
Chasity Dean-Anthony
July 23, 2025
, 2
A. Identify one academic or nonacademic student need that could be addressed by implementing
evidence-based practices (EBPs)
One non-academic need that could be addressed by implementing evidence-based practices
(EBPs) is Social-Emotional Learning (SEL). Social-Emotional Learning supports students in
developing self-awareness, self-management, confidence, social awareness, relationship skills,
goal setting, and responsible decision-making. This need helps students academically and with
their emotional needs/learning. I have practiced this method in my classroom and see a
difference. When I implement Social-Emotional Learning (SEL), my students show through
evidence that they achieve their goals much better than if we don't use this method, and have a
better response when doing work, having a much better mindset. My students have become more
independent and confident when I incorporate SEL into my teaching and classroom. My students
also get along much better with their peers, and they build great respect and friendships with one
another.
1. Identify two EBPs that you could implement to address the need from Part A, and
support each EBP with a scholarly source.
Note: You can use the same scholarly source for both of the EBPs. However, each
EBP requires a citation.
The first evidence-based practice I use to support SEL in my classroom is
conducting morning meetings. These daily gatherings give students a structured,
predictable time to connect and feel in a safe and inclusive environment. Morning
meetings help students build confidence, practice communication skills, and
develop friendships. As Edutopia (2015) states, “Morning meetings [help]
develop valuable social-emotional skills, create a culture of respect and trust, and
Targeting Professional Learning
Karla Bock
MSCIN Program, Western Governors University
GFN1 Task 3: Targeting Professional Learning
Chasity Dean-Anthony
July 23, 2025
, 2
A. Identify one academic or nonacademic student need that could be addressed by implementing
evidence-based practices (EBPs)
One non-academic need that could be addressed by implementing evidence-based practices
(EBPs) is Social-Emotional Learning (SEL). Social-Emotional Learning supports students in
developing self-awareness, self-management, confidence, social awareness, relationship skills,
goal setting, and responsible decision-making. This need helps students academically and with
their emotional needs/learning. I have practiced this method in my classroom and see a
difference. When I implement Social-Emotional Learning (SEL), my students show through
evidence that they achieve their goals much better than if we don't use this method, and have a
better response when doing work, having a much better mindset. My students have become more
independent and confident when I incorporate SEL into my teaching and classroom. My students
also get along much better with their peers, and they build great respect and friendships with one
another.
1. Identify two EBPs that you could implement to address the need from Part A, and
support each EBP with a scholarly source.
Note: You can use the same scholarly source for both of the EBPs. However, each
EBP requires a citation.
The first evidence-based practice I use to support SEL in my classroom is
conducting morning meetings. These daily gatherings give students a structured,
predictable time to connect and feel in a safe and inclusive environment. Morning
meetings help students build confidence, practice communication skills, and
develop friendships. As Edutopia (2015) states, “Morning meetings [help]
develop valuable social-emotional skills, create a culture of respect and trust, and
