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education during pandemic

We also offer one organization’s thoughts on a way to envision and rework staffing models. Here’s a sampling of the topics most frequently mentioned as especially important for PD this year: Feel like a long list? When teachers go back to school this fall, the classroom as they’ve known it will be gone, and their instruction will be more critical than ever. We should be asking why the adults always control the learning. As we move beyond test scores to a more holistic picture of students and school, Wed., January 13, 2021, 2:00 p.m. - 3:00 p.m. The default in our education system is now homeschooling. What’s your take on this? Do This InsteadDownloadable Guide: Assessing Students This Fall: Focus on the Classroom. The pandemic has forced so many changes that experts are saying teachers and other school staff members need training on a wide range of things. They’ve issued a stack of papers and guidance documents suggesting that these topics are important and urgent, but it’s a daunting list to conquer. Instead, they’re urging schools to focus deeply on instructional techniques and informal tests in the classroom. When it comes to staffing, it’s likely that the usual roles and responsibilities will need to shift to allow a school to focus deeply on things that matter most: good instruction, since many students missed key content last spring; support for technology, since many students will be learning remotely; emotional support for students, who have likely experienced trauma in the pandemic; and connecting with families, whose help is required now more than ever as more learning takes place at home. GAZETTE: What has been the biggest surprise for you thus far? “In an environment like this, where there is so much going on at the same time, it’s true, there is an awful lot to cover.”. GAZETTE: You’ve talked about some concrete changes that should be considered to level the playing field. State Superintendent Hoffman, education expert ask for legislature to 'grade with grace' during pandemic year Students throughout Arizona are experiencing learning loss due to the pandemic … ©2020 Editorial Projects in Education, Inc. recognizing trauma in children and providing support; weaving social-emotional skills into academic instruction (watch for more on this in Installment 7); deepening instructional skills for the most vulnerable students; maximizing the effectiveness and engagement of your online instruction; pivoting easily from online to in-person instruction; building new kinds of professional-learning communities that work as well remotely as in person; analyzing the year’s curriculum and identifying the highest priority standards to focus on; shifting thinking about assessment to focus heavily on informal classroom assessments; and remediating on just the few, key concepts students need most for the next unit. This interview has been condensed and edited for length and clarity. It’s a lot to take on even as the ground shifts under teachers’ feet. Within this coronavirus crisis there is an opportunity to reshape American education. I’m hoping that we can learn some things through this crisis about online delivery of not only instruction, but an array of opportunities for learning and support. There is a powerful case for making meaning parental engagement a critical piece of what K-12 education looks like during and after this pandemic. We have to be aware that families are facing myriad challenges right now. Conversely, other students won’t have access to anything of quality, and as a result will be at an enormous disadvantage. Doing so can widen equity gaps. Those of us in education know these problems have existed forever. But this year, because of all of the financial challenges related to the pandemic, Bernal says lawmakers will have to make tough decisions if they want to continue bolstering public education. Teachers will need to create flexible, adaptable assignments that students can complete in different environments and with varied levels of technology access. For example, we have always had large gaps in students’ learning opportunities after school, weekends, and in the summer. We have to reconceptualize the whole job of child development and education, and construct systems that meet children where they are and give them what they need, both inside and outside of school, in order for all of them to have a genuine opportunity to be successful. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. Illinois parents may be going through their individual struggles during the pandemic — but they appear to be sharing one major parenting woe in common: they’re very worried about the soft skills that have slipped through their children’s fingers since COVID-19 entered their lives. As if staffing isn’t challenging enough, professional development is shaping up to be a full plate all by itself. For most Physical Education teachers, everything changed when schools began to move to online learning in the early days of the pandemic. That’s where a rethought approach to assessment can play a role. This is part of our Coronavirus Update series in which Harvard specialists in epidemiology, infectious disease, economics, politics, and other disciplines offer insights into what the latest developments in the COVID-19 outbreak may bring. Boston, for example, has bought 20,000 Chromebooks and is creating hotspots around the city where children and families can go to get internet access. While a dip was expected due to health risks, they say a tense political climate also contributed to the decrease in international students. In the building, social distancing could put an end to the group projects and partner work that are central to many teachers’ pedagogy. A more deliberate approach this fall could mean a better experience for students; the lack of one could turn equity gaps into chasms. Some school systems are doing online classes all day long, and the students are fully engaged and have lots of homework, and the parents don’t need to do much. I was talking recently with folks in a district in New Hampshire where, because of all the snow days they have in the wintertime, they had already developed a backup online learning system. Why not construct a system that meets children where they are and gives them what they need inside and outside of school in order to be successful? However, that seems unlikely. REVILLE: That should be a medically based judgment call that will be best made several weeks from now. The school closings due to coronavirus concerns have turned a spotlight on those problems and how they contribute to educational and income inequality in the nation. In this way, we can make the most of the crisis to help redesign better systems of education and child development. Educators teach science, and this is a moment … REVILLE: The best that can come of this is a new paradigm shift in terms of the way in which we look at education, because children’s well-being and success depend on more than just schooling. Teachers can then remediate those gaps “just in time,” instead of trying to cover every standard or skill that might have been missed last spring. GAZETTE: Schools in Massachusetts are closed until May 4. We felt vulnerable, like our defenses were down, like a nation at risk. While aiming for success in higher education as a parent is challenging enough, achieving academic goals in the midst of a pandemic can be emotionally overwhelming and exhausting. It’s particularly important this year, experts say, to use each kind of assessment for the right purposes, and to avoid overidentifying struggling students, English-learners, or students with special needs for remediation. Training on how to respond to students’ unfinished learning and their emotional needs will likely be two of the other most common areas of focus, he said. With so much riding on instruction, districts need to plan for it with the same rigor they’ve applied to more operational aspects of reopening. The only precedent in our field was when the Sputnik went up in 1957, and suddenly, Americans became very worried that their educational system wasn’t competitive with that of the Soviet Union. We’ve got that opportunity now. Here’s How. 5 Steps for Keeping Kids on Track This Fall, Deep Dive: How to Make Lessons Cohesive When Teaching Both Remote and In-Person Classes, Downloadable Guide: Deciding What to Teach? In North Carolina, homeschooling filings nearly tripled, with over 10,000 parent forms submitted over the summer, compared to about 3,500 last year. “In this situation, we don’t simply want to frantically struggle to restore the status quo because the status quo wasn’t operating at an effective level and certainly wasn’t serving all of our children fairly.”, Assessing the effect of the COVID-19 pandemic on correctional institutions, Democrats have both Congress and the White House — but not a free hand, Plant-based diet may feed key gut microbes, Highly infectious coronavirus variant dampens prospects for summer return to normal, Time to fix American education with race-for-space resolve, ‘If you remain mostly upright, you are doing it well enough’. In the spring of 2020, the COVID-19 pandemic forced many higher education institutions around the world to rapidly switch to remote learning. During the pandemic, teachers across the country have been forced to find ways to reach their students in a manner suited to their needs: by recording videos for children who missed synchronous lessons, sending worksheets home with kids who lacked internet access and adjusting deadlines to fit students’ schedules. Education Week reporters Catherine Gewertz and Sarah Schwartz interviewed 50 teachers, instructional leaders, and curriculum and assessment experts, and reviewed dozens of documents for this installment. Now that their entire learning lives, as well as their actual physical lives, are outside of school, those differences and disparities come into vivid view. EdWeek invited readers—and its staffers—to summarize this frightening, depressing, infuriating year in only six words. We need to look holistically, at the entirety of children’s lives. GAZETTE: What can parents can do to help with the homeschooling of their children in the current crisis? 5 Steps for Keeping Kids on Track This FallDeep Dive: How to Make Lessons Cohesive When Teaching Both Remote and In-Person ClassesDownloadable Guide: Deciding What to Teach? Most of our big systems don’t have this sort of backup. In some ways, the question was a welcome one, SIT president Sophie Howlett said, 'because we're not … The pandemic has forced universities and their students into a new normal. GAZETTE: Is that one of the silver linings of this public health crisis? ET, The pandemic has disrupted lives and schooling for nearly a year, and some in the education space—and beyond—worry about lost learning. "The best that can come of this is a new paradigm shift in terms of the way in which we look at education, because children’s well-being and success depend on more than just schooling," Paul Reville said of the current situation. Some students will be fine during this crisis because they’ll have high-quality learning opportunities, whether it’s formal schooling or informal homeschooling of some kind coupled with various enrichment opportunities. With about 57 million kids enrolled in kindergarten through high school, according to the National Center for Education Statistics, the closures during … That’s how educators describe the challenges in education during an unpredictable global health crisis. During the swine flu outbreak in 2009 in the UK, in an article titled "Closure … Despite some challenges, high schoolers say … Germany's quick response to the pandemic in the spring allowed it to get some children back in schools after just a few weeks. According to the Education Week survey, it’s lower-income families who are more likely to be choosing homeschooling during the pandemic. We decided to look at education as an important factor in human capital development in this country. ET, The COVID-19 pandemic, combined with the nation’s mental health and equity concerns, has accelerated the shift in the accountability landscape. To … Sign up for daily emails to get the latest Harvard news. If we’re not careful, we risk overloading families. Some communities can take it for granted that their children will have such tools. The coronavirus didn’t just disrupt learning last spring; it opened up vast craters of academic and emotional need in students that adults must now try to meet. Teresa Vazquez, a teacher in Fort Wayne, Ind., remotely teaches a Spanish 1 class to students at Monroe High School in Albany, Ga. Police hold back pro-Trump rioters who tried to break through a police barrier Jan. 6 at the U.S. Capitol. We can see this playing out now as our lower-income and more heterogeneous school districts struggle over whether to proceed with online instruction when not everyone can access it. And we haven’t done a very good job of providing these. More than ever before, it’s essential that instruction encourages strong, caring relationships with adults and provides opportunities for students to think deeply, to connect with their peers, and to get excited about learning again. We’re thrilled to announce the launch of the all new EdWeek.org. Schools might well need to respond to that reality by forging new roles or responsibilities for staff members—making one teacher the “remote lead,” or creating new cross-grade teams to support progressions in learning. But it’s a lot to take on. We have to find some middle ground, and that means the state and local school districts are going to have to act urgently and nimbly to fill in the gaps in technology and internet access. With many students on hybrid schedules that plan for some in-person and some remote learning, one “class” of students likely won’t be the coherent unit that it was in past years. The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries and all conti- nents. And whether teachers will feel adequately prepared and supported to meet the coming year’s challenges remains an open question. And again, we have widely variable capacity in our families and school systems. Now, however, we’re not only going to have to construct a backup to get through this crisis, but we’re going to have to develop new, permanent systems, redesigned to meet the needs which have been so glaringly exposed in this crisis. At the same time, many communities still need help just to do what Boston has done for its students. Despite the incredible challenges of offering medical education during this time, the pandemic has led to many positive and potentially long-lasting innovations. DigitalVision Vectors/Getty and Laura Baker/Education Week. The coronavirus has already restructured one big pillar of the assessment world: It obliterated federally mandated statewide testing last spring. It is not written by and does not necessarily reflect the views of Education Week's editorial staff. Some people are saying they should remain closed through the end of the school year. They are arbitrary because there is no law of nature that says a child must read by a certain date, nor is there a universally accepted catalog of core knowledge. Disadvantaged students suffer the consequences of those gaps more than affluent children, who typically have lots of opportunities to fill in those gaps. What preparations should institutions make in the short time available and how do they address students’ needs by level and field of study? Running a school during a pandemic is like building a plane while flying. And we decided to dramatically boost the involvement of the federal government in schooling and to increase and improve our scientific curriculum. GAZETTE: What lessons did school districts around the country learn from school closures in New Orleans after Hurricane Katrina, and other similar school closings? GAZETTE: The digital divide between students has become apparent as schools have increasingly turned to online instruction. And schools have remained open this … Teachers’ practices and routines will look different this year, whether they’re holding class online or in-person. Reassuring students and parents is a vital element of institutional response. What to expect for education funding during the 2021 session: The Legislature passed an overhaul of the school finance system in 2019. Finally, we must recognize the equity issues in the forced overreliance on homeschooling so that we avoid further disadvantaging the already disadvantaged. What has happened is like a giant tidal wave that came and sucked the water off the ocean floor, revealing all these uncomfortable realities that had been beneath the water from time immemorial. “It’s aspirational,” said Dan Domenech, the executive director of AASA, the School Superintendents Association. The top priority in a pandemic is ensuring that the learning environment for students is physically safe. This newfound public awareness of pervasive inequities, I hope, will create a sense of urgency in the public domain. Due to the coronavirus pandemic, many students are attending school online and from home. Again, in 1983, the report “Nation at Risk” warned of a similar risk: Our education system wasn’t up to the demands of a high-skills/high-knowledge economy. REVILLE: I think the lessons we’ve learned are that it’s good [for school districts] to have a backup system, if they can afford it. But there are some priorities—like engaging with students, providing access to cognitively demanding work, and responding to formative assessment—that teachers can address in any environment. That made the transition, in this period of school closure, a relatively easy one for them to undertake. Digital classrooms Educational technology is coming of age during the pandemic. Amid the Covid-19 pandemic the education system in India has been witnessing challenges with significant impact on higher education. The spring produced crisis schooling, and teachers and schools scrambled to find online resources and master remote teaching techniques. The pandemic has impacted education systems around the world, forcing more than 1.5 billion students out of schools and universities. Where the Fault Lines Are During COVID-19, 'No Going Back' From Remote and Hybrid Learning, Districts Say, Insurgency at the U.S. Capitol: A Dreaded, Real-Life Lesson Facing Teachers, How to Teach the U.S. Capitol Attack: Dozens of Resources to Get You Started, 5 Strategies to Ensure Student Engagement Online, High-Power Workstation Solutions for Remote Learning, Incorporating SEL, Climate, & Culture into School Improvement and Accountability in 2021, A Seat at the Table With Education Week: Testing & Accountability, Digital Literacy Strategies to Promote Equity, Superintendent, Jefferson County School District RE-1, Why Asking the Teacher Isn’t Always the Best Course of Action, Parents Are Watching Like Never Before. ET, Our new world has only increased our students’ dependence on technology. Although some activities were brought back to campuses in the autumn, many classes at these institutions are still in hybrid or online form and seem likely to remain this way for some time. Domenech imagines most districts will focus heavily on PD for remote learning, because so many teachers have not received deep training on it. For years, the success of our students has been measured by two arbitrary constructs — proficiency and time. We need to correct for these inequities in order for education to realize its ambitious goals. But should we be thinking broadly about education in some new way? A lot of parents are struggling with that. Teaching Physical Education is hard enough as it is, but it’s become much more challenging in recent months due to the Covid-19 pandemic. Now more than ever, schools need to give all students access to grade-level work, experts say. Let’s take this opportunity to end the “one size fits all” factory model of education. Others who have been unable to afford to level the playing field are now finding ways to step up. There were substantial closings in many places during the 1918 Spanish Flu, some as long as four months, but not as widespread as those we’re seeing today. That information offers the best way to do what’s crucially important this year: adjust instruction to meet students’ needs, and provide support to help them be successful with on-grade-level work. A Better Education for All During—and After—the COVID-19 Pandemic Research from the Abdul Latif Jameel Poverty Action Lab (J-PAL) and its partners shows how to help children learn amid erratic access to schools during a pandemic, and how those solutions may make progress toward the Sustainable Development Goal of ensuring a quality education for all by 2030. These times are unprecedented. Otherwise, many students will continue to be at a huge disadvantage. Schools also need to plan how they will keep curriculum and instruction cohesive across different environments. REVILLE: We’ve certainly had school closures in particular jurisdictions after a natural disaster, like in New Orleans after the hurricane. Harvard students, alumni, faculty, and staff from the nationwide ‘To Serve Better’ project reflect on how coronavirus is affecting their communities, Bits of the socially distanced lives of staff and faculty, from a LEGO model of the Music Building to Gov. And now, as the new school year approaches, it’s led experts to wave cautionary flags that say: Be very careful about how you handle testing this year. How does a principal or superintendent manage busy schedules to get all this done? There are lots of creative things that can be done at home. Deep Dive: What Should We Teach? If there’s evidence to suggest that students and teachers can safely return to school, then I’d say by all means. 'Trust Us' Isn't Enough, Distance Learning 'Has Been OK, I Guess': Students Share About This Year's Experiences. What can school systems do to address that gap? Story at a glance. We tried with our education reforms to build a 21st-century education system, but the results of that movement have been modest. Education Week retains sole editorial control over the content of this coverage.A version of this article appeared in the August 19, 2020 edition of Education Week as Teaching During COVID-19: Instructional Improvements And Remote Learning Upgrades. Students in certain school districts don’t have those affordances right now because often the school districts don’t have the budget to do this, but federal, state, and local taxpayers are starting to see the imperative for coming together to meet this need. We’re in uncharted territory. Experts are advising educators to use standardized tests sparingly and focus more heavily on informal assessments in the classroom: well-designed activities that “assess” the few, most critical things their students haven’t yet mastered for the next unit. Regular teacher-student interaction is critical to remote and hybrid learning. But the challenge, of course, for parents is that they are contending with working from home, and in other cases, having to leave home to do their jobs. Shutting down should not be an option. No, certainly not in my lifetime. Schools should acknowledge upfront that they’ll likely have less instructional time this year and should plan to identify the highest priority parts of their curriculum accordingly. As former secretary of education for Massachusetts, Paul Reville is keenly aware of the financial and resource disparities between districts, schools, and individual students. The COVID-19 pandemic has also had a severe impact on higher education as universities closed their premises and countries shut their borders in response to lockdown … The COVID-19 pandemic is a huge challenge to education systems. Even if students had little instruction in the spring, districts should fight the impulse to require extensive remediation or reteaching of whole units from last year. Online, they will have to develop relationships and classroom routines with students they may have never met in person. In his education plan released Wednesday, the governor said students with special needs should still be getting services and supports, regardless of … During the influenza pandemic in 1918, even though the world was a … Here’s What Teaching Looks Like Under COVID-19, Deep Dive: Taking Care of Teachers: Round-the-Clock Communication Is Exhausting, Deep Dive: How Schools Can Redeploy Teachers in Creative Ways During COVID-19, Downloadable Guide: New Roles for Educators, Shielding Students From the Economic Storm, Bridging Distance for Learners With Special Needs, Do Parents Trust Schools? Through eight installments, Education Week explores the steps administrators need to take to ensure the safety of students and faculty. ... It’s incumbent on our education … These education prerequisites go far beyond the purview of school systems, but rather are the responsibility of communities and society at large. Suddenly we see front-page coverage about food deficits, inadequate access to health and mental health, problems with housing stability, and access to educational technology and internet. Do This Instead, Downloadable Guide: Assessing Students This Fall: Focus on the Classroom, Deep Dive: Classroom Routines Must Change. It offers advice for deciding what to teach this year, how to teach it, and how to make sure students and teachers both get the support that they need from schools. REVILLE: Arguably, this is something that schools should have been doing a long time ago, opening up the whole frontier of out-of-school learning by virtue of making sure that all students have access to the technology and the internet they need in order to be connected in out-of-school hours. You’re not alone. Some families have parents home all day, while other parents have to go to work. The most obvious place to start for schools is working on equitable access to educational technology as a way to close the digital-learning gap. Here’s What Teaching Looks Like Under COVID-19Deep Dive: Taking Care of Teachers: Round-the-Clock Communication Is Exhausting. (Previous installments in our “How We Go Back to School” series have focused on staffing changes needed for health and safety.). “School leaders can’t be swallowed up in figuring out where the hand sanitizing stations are going to go,” said Justin Reich, the director of the MIT Teaching Systems Lab. Do these massive school closures have any precedent in the history of the United States? We’re looking for feedback on our new site to make sure we continue to provide you the best experience. GAZETTE: Schools around the country have closed due to the coronavirus pandemic. GAZETTE: How seriously are students going to be set back by not having formal instruction for at least two months, if not more? And engaging students is more essential than ever: Months of unequal access to instruction last spring mean that students will be coming back to school, in person or remotely, with varying degrees of learning loss. Other major concerns during the pandemic have been lack of access to equipment and the internet. They’ll also have to keep instruction coherent across online and in-person settings, since many districts plan to offer hybrid schedules. Political analysts say they will be hampered by tight legislative majorities, Bacow, Harvard faculty, students call for affirmation of American principles, Large-scale study finds gut microbes associated with lower risks for diabetes, heart disease, obesity, Experts say it raises need to speed vaccinations, lifts herd immunity threshold, © 2021 The President and Fellows of Harvard College. Experts say no students should be held back from grade-level work—instead, teachers and instructional leaders should figure out where they might need to revisit prerequisite skills in the context of instruction. How should international education work during a pandemic that largely prevents travel? Some students will be fine during this crisis because they’ll have high-quality learning opportunities, whether it’s formal schooling or informal homeschooling of some kind coupled with various enrichment opportunities. Some concrete changes that should be top priorities, but the results of that movement have been.! Communities still need help just to do what Boston has done for its students to or not of! 24/7€”Setting boundaries is essential for creating a sustainable work environment and protecting teacher mental health and equity,. Be top priorities, but it’s easy to see there is virtually nothing going on at the same time many. 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