Training Report · Module 1 of 2
Developing and Assessing Key Competencies through Social-Emotional Learning
Overview
About the training
The first module of the training series successfully took place at the American University of Central Asia (AUCA). The session introduced the concept of Social-Emotional Learning (SEL) in the context of the new national education standards, and explored practical strategies for classroom integration.
Opening session
Speakers and welcome remarks
Dr. Almazbek Datkabekovich
Director, RTTI, MOE, Kyrgyz Republic
Opened the session emphasizing the growing importance of SEL within the newly integrated national standards for school education.
Dr. Tamo Chattopadhay
Director, Institute of Education, AUCA
Highlighted AUCA's broader contributions to advancing teacher education and innovation in the region, particularly through the MAT program.
Prof. Elizabeth Alibaeva
Director, MAT Program, IOE, AUCA
Addressed participants with an inspiring message on embedding SEL into everyday teaching — intentionally and with structured development.
Training activities
Interactive session design
Co-facilitated by Aigul Karimova (AUCA) and Rakhat Ibraimova (RTTI)
Reflective opening
"What is it like to be a citizen of Kyrgyzstan?" — participants reflected on identity and values, drawing on national writers and thinkers.
Personal connections
Small-group discussions about significant adults from childhood — grandparents, teachers, and mentors — whose emotional guidance shaped participants' lives. The discussion set a meaningful emotional tone for the day.
Vision for learners
Participants articulated how they want students to feel in their learning environments: safe, valued, and inspired.
CASEL framework activity
Trainer Rakhat Ibraimova led an interactive matching exercise, helping participants connect reflective questions to each of the five CASEL competencies — bridging theory and practice.
Alignment with national standards
Facilitators mapped CASEL competencies to Kyrgyzstan's State Education Standards. Participants found strong correspondence between both frameworks.
Second part
Case studies and feedback practice
After a short break, participants worked through practical case studies — analyzing classroom situations and making decisions guided by SEL competencies. This segment stimulated rich dialogue and peer exchange.
A subsequent session focused on providing meaningful SEL-aligned feedback, emphasizing growth mindset principles and collegial reflection.
The group examined SEL's impact on students' academic performance, emotional well-being, and social inclusion, and cleared up common misconceptions about what SEL is — and isn't.
Outcomes
Next steps and commitments
"Looking Forward" exercise — each participant committed to specific SEL competencies to implement over the following month.
Module 2 (October 17) focused on classroom video case analysis using an SEL rubric and departmental roadmap development.
RTTI highlighted plans to incorporate this SEL model into teacher training modules for all discipline departments nationwide.
