Over the summer, my partner dean and I brainstormed ways to help teachers approach a year that would be like no other year of their professional careers. Here’s what we knew:

• Our teachers are planners.
• They care deeply about the experience they facilitate for our students.
• Mental health, social-emotional well-being, and physical health would have to be a focus in a new, critical way.

With these understandings, we composed a list of “priorities for pandemic teaching” based on our school’s five pillars. What could teachers give up in a year when the demands would be so different than in the past? What could teachers focus their energy on in hopes of preserving energy for the new stresses that would be placed on them while teaching in person during a pandemic? What could teachers do differently to adjust to the needs of students living through social unrest, global health concerns, and the effects of climate change?

Our School Is Prepared, and Yet…

As a small school, we are trying to meet the needs of each of our students and their families. Therefore, while we are on campus and in person, we are also offering distance learning. This means that teachers are providing instruction to masked students in the classroom and to children at home logging into Zoom. We changed our schedule to lessen transitions and preserve cohorts as much as possible, so teachers meet their classes every other day for 80 minutes. We have equipped classrooms with plexiglass, sanitizing cleaning supplies, and new desk arrangements to ensure physical distancing. Teachers have their very own around-the-neck headset that allows the kids on Zoom to hear them even when they move away from the computer. We have taken so many steps to make everything possible, and yet nothing feels right.

It’s the tension. To some teachers, tech use is second nature and to others, it’s a foreign language. Regardless, our dedicated teachers feel responsible to provide the same educational opportunities to the distance learners as to the ones in the classroom. That means monitoring their distance-learning students’ presence on camera, providing digital copies of all materials, drawing on the Zoom whiteboard instead of the classroom whiteboard, managing hookups and wireless connections to audio equipment and projectors, and being creative to find ways to draw them into class discussion, even when they can’t hear their classmates well. The teacher can do all of these things well and still feel like they haven’t taught either group to the best of their ability.

Add to that the fact that there are extra supervision duties as we strive to keep kids physically distanced during breaks, in the hallways, and during lunch. Teachers who pride themselves on their empathy and authentic relationships with students are now having to ask them – nay, nag them – over and over, to please move further apart from each other. Is it possible to remind a child for the 8th time in one day to scootch away from her best friend at lunch outside without damaging the relationship that you put hours into building? As a result, those relationships, essential to teaching and learning, are strained.

In the middle of week five, complaints started coming in from the parents of our high schoolers.
The children are isolated, they are not able to participate in their normal activities, classes are so long, homework is so unnecessarily overwhelming, and the world around them is not making a lot of sense. SATs and AP exams are not going to mean what they used to mean, so GPA seems to matter more than ever. School is creating undue stress in this very stressful time. Can’t the teachers let up a little?

Our Teachers Care So Immeasurably Much

Teachers feel like they owe it to their students to deliver the same type of curriculum they have always provided. They need this book, that unit, this theory, and that concept in order to be ready for the next year or for college. They need to practice their skills with this essay or that project or they won’t really have the skill in their toolbox. They need 80 full minutes of instruction because it’s the only way to fit everything in. The teachers could not care more than they do. They care so immeasurably much.

Hence, the tension. Teachers are using their pre-pandemic skills to be the best teacher they know how to be, and they want, more than anything, to do their job well for the students in their care. Students are showing up, trying to play the game despite the fact that the rules were thrown out the window last March and the new rules have not yet been written. Parents, who have spent almost two decades supporting the development of their children into the kind of adults who can have opportunities in the world that was, are grasping at straws to give their children a chance in the world that might be.

Here are a few lessons I have learned to-date:

1. Students need more patience, grace, and empathy than ever before. The world is not going to look like the one they imagined; the rug has been pulled out from under them. They are being robbed of the milestones of adolescence that we all took for granted. They knew that prom and graduation and sports and theater might be taken from them, but they can’t even hang out in the hallways sharing gossip or flirting during passing time. The pandemic has sucked the joy out of their teenage lives, and their mental health cannot sustain that void being filled with more Beowulf or DBQs or extra practice problems. Educators can make the greatest impact by trying to fill that void with more of our time and compassion.
2. Less is more this year. Instead of our teachers feeling pressured to teach every last unit that we’ve covered in the past, we can give grace to our teachers and students by consciously reducing the amount of content and workload that we assign. We can focus more on the skills we want our students to leave this year with rather than specific pieces of content that we’ve always offered to them. This approach could go a long way to support the mental and physical health of our students as well as the teachers and parents.
3. Parents, like everyone else, are afraid of the unknown. We all want to help children develop into resilient adults who have a chance to pursue their passions in the unknown future. For educators navigating a scary time, I cannot stress this enough: parents need to be informed. The plethora of unknowns are terrifying for our parents. Even if we don’t have the answers, communication is crucial. No, Mrs. Smith, I don’t know what AP exams will look like in the spring, but we are reading everything the College Board sends our way and trying to adjust accordingly. No, Mr. Jones, I don’t know if basketball will still run in January, but if it doesn’t run for our school, it’s because it’s also not running for other schools. If parents seem like they are not supporting the school’s work, it’s likely because they don’t have enough information. If they are critical of teachers, it’s because they don’t know how much the teachers care. The more the parents know, the less afraid they will be.
4. Everyone needs to be heard and seen, more than ever. As a teacher, I have felt in the past as though no one was taking the time to see how much effort I was making and what an excellent job I was doing. The harder things are, the more people need to be caught in the act of doing great work despite the challenges. As a leader, I am learning to take more time than my task-oriented brain would like to listen, to empathize, and to find solutions. The to-do list must wait. Colleagues, parents, and students need to be heard. Administrators need to find even more opportunities to celebrate the hard work of their educators. They are working so, so hard.

This year, tension is unavoidable. To deflate that tension, we need to find ways to identify and name it. Our locus of control does not include the ability to fix all the problems caused by the pandemic, but it does include the ability to know what we’re up against. Recognizing the sources of the tensions will get us closer to innovating new solutions, and those solutions will no doubt be valuable in the post-COVID era of education as well.

Emily Dolan has taught students at every level in independent boarding and day schools since 2004. Currently, she is an Upper School Dean of Students, and she is lucky enough to teach both sixth grade and ninth grade classes. Her school is part of the 2020-21 Challenge Success School Program. 

The post Lessons From Tensions | A View from the Frontlines of Teaching During COVID appeared first on Challenge Success.

This past spring, my household has operated three different schools under one roof. This is because my two children, ages fifteen and seventeen, attend two different schools, and I am the head of a third school. Had you told me in early March that this would be our new normal, I would have laughed in your face and wondered how this would even be possible. But, here we are. 

At my school, which currently serves students ages three through kindergarten, we knew we had to support parents in cultivating the joy of learning that was so evident in each of their children. And we also had to honor the fact that these were young children who could not (and should not) be plopped in front of a screen all day. Our curricular philosophy is based on the idea of student-led inquiry. So while our teachers may ask some directed questions to help students dig deeper, they listen thoughtfully to what students are asking and saying, and they use this information to guide instruction. We knew that we would need to provide instruction for students, but how best to honor this emphasis on inquiry and individuality?

As we were working through our plans, my own children’s schools were doing the same, and they came up with vastly different approaches. My son’s school, an independent K-12 school, opted for a fair amount of synchronous learning. Classes still meet regularly, though they have been shortened from their typical 80-minute length. They still meet as an advisory, they’ve had a few class meetings with their entire grade, and they even hold upper school meetings, with upwards of 250 attendees. Additionally, teachers have made themselves available for office hours when they are not in class.

In contrast, my daughter’s school, a large public high school, has little to no synchronous learning. The principal of her school defended this decision, arguing that some of their population did not have adequate access to attend school remotely or may have other obligations, such as taking care of younger siblings. I was somewhat skeptical of this decision at first. I worried that in order to be as equitable as possible, the school had lowered the bar in terms of expectations for their students. I feared that by not having to show up for class, students (my daughter among them) would drift away from engagement and connection with her peers and teachers.

For my school, we began with a mostly asynchronous approach that we hoped would provoke curiosity, engagement, joy, and deep learning. Recognizing that it was unrealistic to expect young children to sit in “class” in front of the computer, we created websites for each classroom that could be used as places to exchange information. Each day, teachers would post new provocations and resources, and each day, parents would document their children’s learning. They’d send photos, videos, and quotes to the teachers, who would post these on the website so students could still see each other.

As I’ve observed my own kids, I have found that what works for one child doesn’t necessarily work for the other. My son was disappointed at the short length of his classes, feeling that you couldn’t get anything done in only 30 minutes, craving time to dig into big ideas with his teachers and classmates. On the other hand, my daughter felt that she was learning much more than usual, despite having little to no synchronous class time. Instead, through videos and email communications that her teachers have provided, she felt like she could learn at her own pace and didn’t have the distractions that she might in a more formal class setting. She also felt she could get to the heart of any questions much more efficiently through the office hours times with teachers. 

For my school, teachers quickly discovered that while they were providing wonderful content through their websites, they also needed to see and speak with their students regularly. These connections allowed them to get a better handle on how each of their students was doing, and it also reminded our young charges that their teachers were still there for them despite not being able to see them each day. Teachers added more meeting times for the whole class, smaller groups, and individual students. While not everyone can attend, it has been a key component for several kids to be able to see and talk to each other, however briefly. For other families, the asynchronous piece works better as it allows for more flexibility while they juggle their own work and caring for other kids.

Through this all, one thing has become abundantly clear: our kids feel like they are learning when they feel connected. In my twenty-plus years as an educator, I’ve always felt that social-emotional learning trumped academic learning. Teachers first need to create a safe space for students through connecting and giving real-time to the development of social-emotional skills. The need for a sense of belonging is strong in all humans in normal times, and the current situation puts us at a greater than normal risk of isolation. But the amazing thing about this need for belonging is that people are finding new and creative ways to come together in spirit, if not in person. We have witnessed amazing displays of creativity and generosity from all corners of the world, not only in education but in all areas of our lives. Understanding how strong this need for belonging is, good educators have ensured that they are finding multiple modes of connection with their students.

Even in normal times, good schools should constantly iterate, trying out new ways to teach and engage students. But in a world where traditions are highly valued and change is often feared, this can be hard. Now, our world has been turned upside down. This is difficult in many ways, but one glimmer of hope is that it has allowed schools the freedom to try different approaches and to shift gears when things aren’t working. Change is still feared, but families know that education right now has to look different. And it is looking more likely each day that it will continue to look different for the foreseeable future. Schools that can be nimble and change course easily will weather this storm much better than those that insist upon the status quo. Schools also need to remember that different kids learn differently and adjust their programming and modes of connecting accordingly. Finally, schools need to stay focused on connections with their students. This need not be in the form of more Zoom classes (though that may work for some, like my son). It may mean personal check-ins, open office hour times, or class dance parties (virtual, of course).

Not surprisingly, my idea of what good schools need to do right now is pretty much identical to what it would be were we not in the middle of a pandemic. Being willing to try, fail, and try again? Check. Meet kids where they are as individuals? Check. Value connection and social-emotional learning as a base for all other learning? Check. I have only to look back over the goals I have set over the years to see these themes emerge consistently. For the last few years, we have been talking about educating our kids for a future that looks vastly different from the present. As it turns out, that future has arrived sooner than expected. The schools that will survive are the ones that can change and shift to meet the needs of their students while remaining focused on developing and maintaining strong human connections.

All three of the schools happening under my roof have continued to shift as they solicit feedback and gain a better understanding of what is working and what is not. When I get a teary email from a parent thanking me for a music video our faculty created; when I see my daughter spend hours on an art assignment that would have normally been done during one class period; when my son ditches his senior ditch day to check in with his math teacher, I know some things are going right.

Heather Bushnell Mock is the founding head of school of Compositive Primary, an early childhood and elementary school in Aurora, Colorado. In her 25+ years in education, she has grown to embrace the social and emotional development of the student as the most effective means towards success in academics and life.

The post Three Schools Under One Roof appeared first on Challenge Success.

We encourage all parents and educators to listen deeply to how their students have felt during this time of change and upheaval. 

Here are a few questions to ask students to encourage them to reflect on their recent experiences:

• In what ways have you felt more/less engaged with learning during quarantine?  
• What is one thing you wish your teachers knew about your experience in this situation?  
• Compared to how you felt pre-quarantine, in what ways have you felt more/less balanced or overloaded? In what ways have you felt more/less stress? 
• What are you finding time to do or explore that you did not have time for pre-quarantine?

Another, simple yet powerful way to understand how students are feeling right now is to ask students to complete the statement:  “I Wish My Teachers Knew...” or “I Wish My Parents Knew…” Educators can do this remotely via an anonymous survey or parents can carve out time and space to ask their own kids these questions. 

Two students from Folsom High School, Scarlett Kniznik and Arash Dewan, created a powerful audio piece that drew together “I Wish” statements gathered from students around the country. Listen here.  

The post Student Reflections on Remote Learning appeared first on Challenge Success.

Challenge Success, Crescendo Education Group, and Mastery Transcript Consortium offer joint guidance to educators, families, and policymakers.

We know that families are striving to balance childcare, remote student learning, and work responsibilities while navigating the stress of COVID-19, including caring for those stricken with the virus; and some face food, housing, and job insecurity as well. Every home learning environment is unique, and each student’s resources and access to support varies. Teachers are doing their best to balance their own home responsibilities and pressures while learning new technology and preparing remote lessons.

Given the current varying needs and environments of students, families, and educators, it seems improbable that the teaching and learning that takes place during the next several weeks will be comparable to the education that students experience during the typical school year.

In support of student well-being and equity, we recommend that schools across the United States:

• Shift all grading to Credit/Incomplete or No Record for work done during this time of remote learning:
  • Reassure families that COVID-19 has altered learning environments for almost all students; institutions that have traditionally relied on grades will not disadvantage students as a result (colleges, graduate programs, NCAA, merit grants, among others).
  • Allow students to complete work during the summer or at a later date as needed.
  • Offer to remove a course (leaving no record) from the transcript if students are unable to complete coursework within extended time frames.
• Communicate to students and staff that fostering a climate of care and connection is a critical protective factor for students and should be the highest priority.
• To the fullest extent possible, ensure equal access and support for technology and other tools to meet curriculum requirements and support student learning at home.
• Provide clear guidelines for teachers and students that less is more: a reduced load will lower stress and anxiety at this time and may lead to higher student engagement and an opportune time for teachers to reflect upon learning goals and competencies.

Our organizations believe that mastery learning and meaningful educational experiences can happen everywhere—in a range of contexts including outside the four walls of a classroom, in online and/or blended learning environments, as well as through developing agency and building resilience during a pandemic. We encourage educators, families, and policymakers to broaden their definition of learning and honor all student growth and development. Together we can ensure that grading/crediting policies reflect these shared principles, in a unified effort to support our nation’s students during this extraordinary time.

Three research-based educational organizations founded on principles of student-centered learning, well-being, and equity offer these recommendations to policymakers and school/district leaders looking for expert guidance on whether, and how, to grade students during this very unique time.

The post Guidance on Grading/Crediting Policies During COVID-19 appeared first on Challenge Success.

Dear Challenge Success Family,

During these uncertain times with school closures and significant shifts away from normal routines, many people have expressed concerns about the impact on students’ academic journeys. I want to encourage parents, educators, and students in the Challenge Success family to remember the big picture. This is a time to focus on — and be grateful for — your family’s safety, health, and well-being. Make building strong family relationships a priority. Reach out to neighbors, friends, and others in your community to check in, offer support, and connect virtually. We will get through this together.

Each family is experiencing this time differently depending on how the local schools are approaching remote learning, the work commitments the adults are juggling, and the unique needs of each child.  I worry about our underserved population in particular and for children with challenges and learning differences who rely on schools for food, safety, therapeutic care, and stability. I know that educators are working tirelessly to meet the needs of all of their students to the best of their ability. For those families who have been given remote lessons and resources from the schools, try to honor as best as you can what the school is asking your child to do. If the workload feels like too much for your child and your home situation, communicate with elementary school teachers and have your middle and high school students advocate for themselves directly as well. 

For families concerned that their children are missing out on academic content, remember that at a time like this, less is more. I encourage you to broaden your definition of learning and focus on playtime, downtime, and family time. Think about how to help your kids continue to develop skills rather than trying to re-create school content by assigning extra worksheets and flashcards. Critical skills for kids of all grade levels include reading, problem solving, and communication, as well as social-emotional skills like resilience, collaboration, flexibility, and positive coping. Use this time at home to support these skills along with prioritizing students’ well-being and engagement with learning. As a family, discuss and agree to a routine that might include the following:

• Reading for Pleasure – Time spent reading is strongly linked to academic achievement. For kids of all ages, this is one of the best “academic” areas for you to encourage. Re-reading childhood favorites, reading aloud, reading interactively with a family member, and listening to audiobooks are all excellent ways to support literacy skills.
• Personal Interest Projects – Find time for students to dive more deeply into their own interest areas. Give them voice and choice to explore something they are curious about or have always wanted to learn. Whether it’s researching sea otters, understanding the stock market, or analyzing the lyrics to songs from Hamilton, let your student explore online resources or call a friend or family member to share their expertise.
• Social Time – Kids will likely be missing the social aspects of school more than the academics. Encourage them to connect to friends near and far through Facetime, social media, phone calls, and even handwritten letters. Leave chalk messages on driveways or ask kids to brainstorm other creative ways to interact with neighbors and friends.
• Family Time –  While you might feel like you have nothing but family time right now, make sure you actually spend time together as a family unit. Prepare and eat meals together, play games, or take a walk.  Use this time to check in on how your family is coping; calm fears and let your children know that you are there to keep them safe.
• Chores – We often believe that our children are too young or too busy to help with household chores, but contributing to the family in this way can foster responsibility and independence. Use the time now to practice important skills like cooking, doing laundry, mowing the lawn, or cleaning the bathroom.
• Service – Find big or small ways to be of service to somebody else. Pose this as a problem that your family might solve together: How might we help others? You may want to organize a food drive where neighbors leave canned goods on their porches and one healthy adult delivers them to a food bank, have older kids virtually babysit for a co-worker’s younger kids, or reach out to seniors to see what they might need.
• Exercise and Meditation/Deep Breathing – This is important for kids and adults alike. Go for a run, do family yoga, coordinate with friends to do virtual workouts together, or put on some music and dance. This is a great way to build in family time while also developing positive coping skills.
  
• Good Sleep – Most kids do not get the 9-11 hours they actually need each night. Use this time to develop good sleep hygiene by keeping devices out of bedrooms, turning off screens at least an hour before bedtime, and getting to bed at an appropriate hour. You can also let your teen wake up later than usual now that they do not have to commute to school.
• Sensible Screen Time – Try to balance work time (yours and your child’s) with ample breaks and time to connect. It might feel like everyone is spending too much time on screens right now, especially if you need to use the television or the computer to keep kids occupied while you get some work done, but it’s ok. Try to strike a balance with non-screen activities as much as possible, especially during evenings and weekends.

If you set up a routine that includes the suggestions above, your child will be learning important academic and social and emotional skills that will prepare them for returning to the classroom and help them thrive in school and out. So be gentle on yourself. Be patient with your kids and your partner. Have empathy for teachers and express your gratitude for them and others. Try to embrace and enjoy this family time and stay healthy.

Warmly,
Denise

Denise Pope, Ph.D., is a Co-Founder of Challenge Success and a Senior Lecturer at the Stanford University Graduate School of Education, where she specializes in student engagement, curriculum studies, qualitative research methods, and service learning. She is the author of, “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students, and co-author of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids. Dr. Pope lectures nationally on parenting techniques and pedagogical strategies to increase student health, engagement with learning, and integrity. 

The post A Message to our Challenge Success Family during COVID-19 appeared first on Challenge Success.