Explorer's Social-Emotional Curriculum is central to Explorer's goal of developing a community of confident, inspired learners. Research indicates that social and emotional skills create higher achievement, increase "on task" behavior, and increase focus, learning and collaboration in the classroom. Explorer's Social-Emotional curriculum uses both a cognitive curriculum called Second Step, and specific support structures for all members of the community to enhance social and emotional intelligence.

Social-Emotional Curriculum Coordinator
Zoltan Sarda assists principal Jill Green in overseeing Explorer’s Social –Emotional Intelligence programs. Zoltan oversees parent education programs, works directly with children, and consults with Explorer faculty on such issues as classroom management, group dynamics, classroom culture, and behavioral issues with individual children or groups.

Second Step Curriculum
Second Step, developed by the Committee for Children (www.cfchildren.org), in Seattle, Washington, helps integrate social and emotional concerns into a weekly academic format taught by Rebecca Haden. Second Step helps children develop skills in empathy; impulse control recognizing emotions in themselves and others; problem solving; and anger management. Through a combination of affective and cognitive inquiry, the program builds both skills and understanding in a cumulative, multi-year process.

The Teacher's Role
Much social and emotional learning happens informally in the classroom as teachers model appropriate behaviors and guide students' communication.

• Communication Skills and Conflict Resolution: Teachers model appropriate conflict resolution skills with children, and lead children through the steps of resolving conflicts between themselves.

• Community Building: class meetings every morning and afternoon help each class develop as a supportive learning community. Ideals, communication skills, and ethical behavior are all modeled and discussed during class meetings. Students have opportunities to share appreciations, feelings and ideas with fellow students in a supportive atmosphere and to reflect on their experiences.

Support for Adults
The adults in the Explorer learning community are aware that they teach who they are. The informal learning that happens day in and day out through the modeling of emotionally healthy behavior and good communication skills is most powerful for children. Children benefit when adults model a willingness to know themselves, to give themselves in community service, and to communicate effectively and resolve conflicts in a compassionate way. The adults in the Explorer learning community have opportunities to develop social and emotional intelligence along with their children.

Faculty Support and Continuing Education
The teachers at Explorer are provided with the support they need and deserve. Ongoing conversations, support from the principal and social curriculum coordinator, , and opportunities for professional development are augmented by structured meetings for the faculty.. Teachers also read and discuss many books by such authors as Robert Coles, Haim Ginott, Adele Faber and Elaine Mazlish, Ruth Charney, Daniel Goleman, and the Northeast Foundation for Children, among others. These meetings are times when teachers can reflect, tell their stories and collaborate with each other to find ways to positively respond to any difficulties they may be experiencing.

Parent Education Program
Parents are invited to attend weekly parent support meetings offered by Explorer's Social-Emotional Curriculum Coordinator. Underlying the relationship with parents is the understanding that parents have much to teach about their children. Parent meetings offer parents a scheduled time and place to reflect, express concerns and discuss topics of their choice with regard to their children, parenting, and communication skills.

An Emotionally Intelligent Community
Explorer Elementary Charter School is committed to embodying the qualities of an ethical, kind and supportive community. We are aware that if we want our children to be caring human beings, we need to respond to them and to each other in caring ways