Like everything else post-COVID-19, schools are going to look different this fall. As teachers, we are grappling with that fact and trying to determine exactly how we will help our students come September. Will in-person classroom instruction resume? If so, will wide spaces between desks suffice, or will districts rely on staggered schedules to keep COVID at bay? Will cafeterias and playgrounds remain closed, and what could take their place?
While the future remains uncertain, we can count on one thing: distance learning will remain a part of the plan. Fortunately, this time around, educators have time and experience on their side. Following a tough transition period for most schools, Summer break provides the perfect opportunity to evaluate, invest in, and enhance school-wide PD and distance learning programs.
Educators can use this time to heighten their professional development by taking an online course that helps them transfer their skills from the classroom to a virtual classroom setting. As leaders in teacher training, Professional Learning Board responded to the stay-at-home orders by providing a free, five-hour course, giving teachers the tools they need to succeed in a virtual classroom.
In districts across the country, several common problems have slowed, even prevented, consistent learning this past semester. The priority needs to focus on these important areas:
Removing barriers to equity in remote learning. Every student and instructor needs access to a device and reliable connectivity at home.Some cities have developed partnerships with foundations and technology companies to provide free high-speed internet access to families, and a congressional measure to make it more widely and consistently available is on the table.
By Matt Yeh, Senior Director of Product Marketing, Delphix
Nearly ten years ago, Marc Andreesen, one of the world’s most influential investors, famously proclaimed that “software is eating the world.” At the time, no one understood the magnitude of what that meant. But today, the world’s most powerful and prosperous companies are software companies that have brought a tidal wave of digital innovation and disruption to almost every industry from retail and banking to manufacturing and insurance.
And the next frontier for software? Education.
In the midst of the COVID-19 global pandemic and mandated “social distancing” measures, the demand for digital services and software has skyrocketed. Schools across the country have begun planning for what just weeks ago was an unthinkable scenario: a fall semester without students on campus.
As educators prepare for what could be a dramatically different start to the upcoming school year, students and teachers alike need much more than “Zoom University” (which is going through its own coronavirus growing pains) in providing high-quality online learning experiences.
From K-12 to community colleges and public and private universities, the education industry needs to adopt a new playbook for the digital world. For example, the automotive industry is undergoing a tremendous shift towards digitally-enabled car-sharing, ride-hailing and autonomous vehicles.
In order to transform their road to success, organizations in this industry have had to transform how they leverage data and software to meet new business models.
D99 is a public elementary school district in Cicero, Ill., a near-west suburb of Chicago that is home to more than 82,000 residents. The district includes 16 schools and educates more than 13,000 students in pre-kindergarten through eighth grade, most of whom (95%) come from bilingual or English-learning households.
The district is transformative and has been a statewide leader in providing innovative, 21st-century learning opportunities to empower the young people of its diverse, bilingual community. It arms its students, the majority of whom are low income, with skills, tools, knowledge and mindsets to effectively prepare them for global opportunities of the future — in education and the ever-changing workforce.
How are you responding and what technologies are you using to connect with students and even parents in an attempt to minimize the disruption? What have been the results? What works? What only causes more friction?
Our response to wide-spread school closures has been seamless, as we’ve transitioned to instructional delivery, remotely. As a 1:1 device district for several years now, teachers and students are familiar with the various online platforms, resulting in online content delivery requiring minimal adjustments from both staff and students. Through the creation of an eLearning group within the Schoology learning management system, we were able to provide a curriculum repository where all staff has access to a variety of informational items and resources, related directly to the district eLearning expectations. The collaborative feed within our platform allows for the open exchange of ideas between group members, while also providing the platform to pose questions or challenges. Due to the open nature of this forum, information exchanged remains visible to all group members, thereby casting a wider communication net.
While the familiarity with our online platforms and resources has supported a smooth transition into eLearning, our structures for effective communication have served as a pillar to bolster our systems. Our public relations team continues to communicate with our stakeholders through social media, with our district website serving as an up-to-date resource for all information related to the district. Additional communication occurs through the use of robocalls and the implementation of a district hotline, which funnels all incoming calls to appropriate personnel. To provide consistency in messaging across all tiers, District personnel provide daily updates to all administrators and staff, summarizing pertinent information from state and federal agencies.
Although the transition to a remote learning and working environment has been a change in practice for everyone involved, the outcomes have been extremely positive. This success can be attributed to the foundational work of both curriculum and technology departments, in order to provide a strong foundation in the event conditions necessitated a move to eLearning for the district. Cicero District 99 was one of the few districts in Cook County to have an eLearning Plan already in place and approved by the Regional Office of Education.
In addition to having a dedicated administration and teaching staff, committed to meeting the needs of our students during this challenging period, we credit a stable and reliable infrastructure, the delivery of countless hours of professional development in the area of technology integration, a dedicated technology support arm, and effective processes and procedures for the smooth transition to eLearning.
Are you using technology? If so, what are the approaches you are taking? Are you moving to eLearning platforms? Which vendors are you partnering with to deliver these solutions?
District 99 teachers have access to numerous online platforms to deliver instruction. Teachers can choose to hold class discussions and deliver classroom assignments through Schoology or Google Classroom. This flexibility allows teachers the autonomy to use the tools that work best for their course and their students. The results demonstrate that our students have the opportunity to be engaged in learning while at home.
An additional layer of support for implementation has been real-time coaching in this eLearning environment. While teachers and students have been immersed in digital learning in the classroom, the transition to full time eLearning has presented new learning for the teaching staff. The coaching support staff in our district has quickly moved to digital coaching through platforms such as Google Meets, Google Chats, and through Schoology.