Teachers help promote the social and emotional learning skills students need to be college and career ready, such as collaborating with others, monitoring their own behavior, and making responsible decisions. Social-emotional learning (SEL) is critical to the introduction of college and career readiness standards. To bridge the connection between social-emotional learning and the work that educators are already doing, educators need access to tools, supports, and resources on social-emotional learning that are integrated into existing teacher evaluation and professional development systems. Not only does this reinforce the importance of social-emotional learning, it avoids overburdening educators by layering on yet another separate initiative. Ensuring that the teacher evaluation systems privilege and reinforce the successful teaching of these competencies is, therefore, of critical importance. To aid this critical work, this Research-to-Practice Brief aims to do the following: (1) Identify the teaching practices that promote student social-emotional learning, which in turn are critical for student academic learning; and (2) Showcase how three popular professional teaching frameworks (the Danielson "Framework for Teaching," the Classroom Assessment Scoring System observation instrument, and the Marzano observation protocol) embed practices that influence not only student academic learning but also student social and emotional competencies. Although this Research-to-Practice Brief discusses one approach to connect social-emotional learning to other initiatives (connecting general teaching practices that promote SEL to current professional teaching frameworks), there are multiple ways to integrate SEL. Action steps to help states better support educators as they teach the whole child are provided.