Table of Contents:

Leading for Tomorrow

Education faced a new reality as the delivery of programs shifted when the school doors closed. Teaching and learning as we knew it no longer existed, and the school supports typically provided to students were in flux and required:

  • • rethinking the use of state and federal requirements such as high-stakes testing;
  • • modifying and rewriting contracts and policies to define the work of teachers in non-traditional classroom settings;
  • • establishing a new equilibrium to the pace of learning and the work of students and teachers (i.e., work schedules and calendars);
  • • adapting the innovations made in virtual instructional programs rather than reverting back to a traditional program.

In moving forward, a new normal will be created from the lessons learned during this pandemic and the willingness of teachers and leaders to seek and maintain new solutions that align with and bring a semblance of a new equilibrium.

References

Arruda, W. (2018, November 9). How to build real relationships in the virtual world. Forbes, www.forbes.com/sites/williamarruda/2018/11/09/ how-to-build-real-relationships-in-the-virtual-world/#5738610b5751

Court, B. (2020, April 9). Remote relationship mapping: Don't let students go unnoticed during COVID-19. EAB. https://eab.com/insights/ expert-insight/student-success/remote-relationship-mapping-dont-let-students-go-u n noti ced-du ri ng-covid-19/

Dede, C. (2020, May 6). Remote learning and stone soup. Learning Policy Institute, https://learningpolicyinstitute.org/blog/remote-learning-and-stone-soup

Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 11 77 (2015-2016).

Hickman, A., & Robinson, J. (2020, May 1). 5 facts about engagement and remote workers. Gallup, www.gallup.com/workplace/309521/facts-engagement-remote-workers.aspx

Kent, C., Rechavi, A., & Rafaeli, S. (2019). The relationship between offline social capital and online learning interactions. International Journal of Communication, 13, 1186-1211. https://ijoc.org/index.php/ijoc/art-icle/view/10213/2590

Miller, A. (2020, April 7). Formative assessment in distance learning. Edutopia. www.edutopia.org/article/formative-assessment-distance-learning

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425 (2001).

Pitas, N., & Ehmer, C. (2020). Social capital in the response to COVID-19. American Journal of Health Promotion, 1-3. https://doi.Org/10.11 77/ 0890117120924531

Sawchuk, S. (2020, April 1). Grading students during the coronavirus crisis: What's the right call? Education Week, www.edweek.org/ew/ articles/2020/04/01/grading-students-during-the-coronavirus-crisis-whats.html

Schaffhauser, D. (2020, April 21). Research: Coronavirus learning loss could put some students behind a full year. The Journal. https://thejournal. com/articles/2020/04/21/research-coronavirus-learning-loss-could-put-some-students-beh ind-a-fu I l-year.aspx

Seale, C. (2020, May 19). Parent involvement has always mattered. Will the COVID-19 pandemic finally make this the new normal in K-12 education? Forbes, www.forbes.com/sites/colinseale/2020/ 05/19/parent-involvement-has-always-mattered-will-the-covid-19-pandemic-finally-make-this-the-new-normal-in-k-12-education/ #45a92d5e5e46

 
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