Eric C. Sheninger's Blog, page 23

Supporting Mental Health in Schools

The COVID-19 pandemic has taken a toll on students’ mental health, from coping with stress and anxiety about their health or the health of loved ones, isolation from friends, and now, a school year that, in many cases, looks very different than any they’ve experienced in the past. 

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All of these issues have a very real impact on students’ ability to succeed in school this year. I wrote in detail recently about the need for schools to be proactive about supporting students’ social-emotional health. However, our current environment presents some challenges such as:

1. Identifying mental health issues in a remote learning environment

As a former principal, I know that teachers and administrators are often the first line of defense to spot warning signs that students are suffering from mental health concerns. As we get deeper into the school year and the pandemic continues and many students remain in a distance learning environment, it will be more and more difficult to identify students who might be in need of help.  For example, if a student is engaging in self-harm, it’s easier for them to hide it by simply turning off their camera. When teachers don’t see peer groups together, it is more difficult to detect if there are situations of bullying occurring. 

Joe Laramie and Holly Kelly recently shared several things teachers should watch for, including: Significant changes in attendance, such as only showing up for certain hours of class, or not showing up at allSignificant changes in how the student is attending class. For example, if they typically have their video on, and then suddenly start keeping it offIncreased attention-seeking behavior during class such as clicking their mute button on and off during a session2. Use of paper-based systems 
Many schools still rely on paper-based systems to record concerns, which is an antiquated way to do business and also can prevent timely intervention. After all, it does no one any good if a teacher notices a concern and wants more background, but the student’s records are locked in a filing cabinet and the school is shut down due to COVID. This is a serious problem and one that we can address fairly easily simply by adopting the right technology.
Embracing technology
We live in an increasingly technology-driven world and schools should take advantage of the tech tools available to support student mental health.  I recently discovered a great new free tool from Impero Software called Impero back:drop that helps schools keep track of concerns. Impero back:drop allows authorized school staff members to record any concerns they have about student wellbeing. They can also access and share histories for each student in order to get a full picture of that student’s health and wellbeing. It eliminates the need for paper-based reporting systems and can be used whether students are learning at school or at home.



While Impero offers Impero back:drop free, they also offer a premium suite of student safety tools, including tools that let teachers view the students’ screens and tools that will alert school officials if students are typing certain keywords that could indicate concerns about self-harm, cyberbullying or other safety issues.
We live in an increasingly technology-driven world – made even more so with the advent of COVID-19  – and it’s important to have digital tools to support all aspects of education, including mental health and wellness so we can address any concerns in a timely manner and help students be successful in this very different school year and beyond, whatever the future holds. 

3 Ways to Streamline Expectations While Making Things Easier for Educators

It seems like every day presents a new challenge or adventure, depending on how you view the current landscape. Educators are stressed, worn-out, and constantly wondering when the pandemic will end. There are no easy answers or solutions that will work for everyone. The fact remains that there was no professional learning to prepare for the reality that everyone is facing nor a plan for something like COVID19. Through it all, though, educators have risen to the occasion like never before. In the midst of adversity, we see daily empathy, selflessness, commitment, and innovation.

I always like to focus on the small wins when I am facilitating professional learning with schools and districts. We can’t discount even the smallest success during these trying times as it is imperative to build people up. Over time these small wins can morph into catalysts for more extensive change efforts. During workshops and coaching sessions, I am always asked what advice I have to help teachers and administrators make things as easy as possible while ensuring quality learning is taking place. In this case, the goal is trying to achieve more systematic change that all educators can embrace. The bottom line is that it has to make sense and not require a great deal of effort to implement.

Below are the three recommendations I have been providing to help districts and schools persevere during the pandemic. You will see they are relatively straightforward, but each in its own right requires a certain level of continuity and consistency. I tend to refer to these as norms that everyone can get behind.  

Embrace a learning management system (LMS) K-12Settle on a video conference platform with breakout roomsUse one digital tool for engagement and empowerment

The consistent use of an LMS such as Google Classroom, Schoology, or Canvas works to create a more equitable learning environment for all kids and families provided there is access in school and at home. It can become the hub for all lessons, videos, activities, assessments, and student work. A foundation can then be established for more personalized approaches such as pedagogically-sound blended learning or self-paced activities.  Students and families win as they have on-demand access to resources.  Building capacity now benefits all educators through vertical articulation and provides a foundation to build upon in subsequent years.

Whether remote or hybrid, many schools have relied on a video conference platform for synchronous instruction and learning. Like the LMS, consistent use across a district or school helps develop continuity, especially in upper-grade levels. For discourse and collaboration, selecting a video conference platform that has breakout room capability is a must, in my opinion. Thus, the options are Zoom, Webex, and Google Meets. No matter the platform selected, it is crucial to follow guidelines established by FERPA to protect student identity and information.

There are many digital tools available to educators these days, which often creates an overwhelming feeling. It’s not how many tools you use that matters, but instead the degree to which they are employed to facilitate engaging and empowering experiences. Hence, my advice is to master one tool and use it consistently to review prior learning and check for understanding and closure. The key here is establishing a comfort level amongst both the teacher and student. There are many great tools out there to use. My advice is to pick the one that allows for student responses to be used in different ways. My favorites are Mentimeter and Padlet.

The success of each suggestion above hinges upon providing professional learning support on using the tool or platform, as well as sound pedagogy. This represents a great starting point to help educators manage expectations during the pandemic. The recommendations can set the stage for more structured synchronous and asynchronous experiences that empower learners in different ways. They can also be a springboard for future change.

Give and Take Ideas to Support Teachers

The pandemic has really put a strain on educators, yet they continue to rise to the occasion on behalf of kids. This has come at a cost both mentally, socially, and physically. Something has to give. There has been a great deal of conversation lately about what can be taken off the plates of teachers.  I have to commend those administrators who are working to find ways to put their staff more at ease in these challenging times. While removing specific responsibilities to reduce stress and anxiety is a great start, we must also consider what can be given to them to provide multifaceted support. Giving can be just as, if not more, powerful than taking away, which is typically the more straightforward option. 

Below are some ideas that I have. Some are more doable than others, but all are realistic.

Time

If there is one thing that teachers consistently ask for, it is time to plan, create videos, grade, conference with remote students, update the LMS, etc. I don't want to belabor this point as I recently wrote about the topic. You can view the post HERE. The main takeaway with time though is to develop ways to give it unconditionally to teachers and not schedule or mandate anything else in its place, such as meetings or PLC's. 

Eliminating Meetings

Let's be honest for a minute. No one truly likes meetings, and the value of them is open to interpretation. I, for one, did not find value in them when I was a principal and eliminated most while reducing the time of the ones that were kept. Now I am not saying that all meetings don't have value, but while the pandemic rages on minutes and essential information can be emailed to staff or made part of a collaborative Google Doc. 

Coaching and Feedback

There is a difference between wanting to be left alone and a desire to grow. The majority of educators fall into the latter. Even in the midst of challenging times, growth is necessary to meet the needs of diverse learners. Now is not the time to revert back to traditional observation and evaluation protocols because, quite frankly, they will not result in improved outcomes.  Taking this away and replacing with non-evaluative strategies consisting of coaching and feedback will go a long way towards creating an empathetic environment.  

Prioritize standards

It is unrealistic to try to cover the entire curriculum as educators are implementing hybrid models for the first time, and increasing COVID cases is forcing some schools back to remote learning. An emphasis on priority standards can significantly reduce teachers' burden while streamlining other pedagogy aspects, such as assessment. Other elements to consider are aligning formative tasks and checks for understanding to those prioritized standards so teachers can monitor the learning of students. In the end, more manageable conditions are created for teachers. 

Grading grace periods

There is inequity when it comes to grading, as some subject areas require a great deal more time because of the nature of the content. Additionally, many teachers are still getting used to tasks and assessments in a hybrid environment. Even though deadlines are needed showing a little grace will always be appreciated.

Cover classes

Some districts and schools are hiring substitutes. Others are seeing their administrators offer their time and that of other non-teaching staff members. No matter the route taken, this strategy is sure to build up morale. There should be no catch when a class is covered, and it should be up to the teacher as to how he or she will use this opportunity to either grade, prepare lessons, attend professional learning, observe peers, or just put up their feet and relax. 

Eliminate non-instructional duties 

Many contracts have teachers assume a duty either during the school day or after. These can include cafeteria, hall, in-school suspension, extracurricular, or athletics, where there is no compensation. If possible, try to eliminate all of these. If you can't, consider developing a schedule where administrators and other support staff can fill them in lieu of teachers. 

Choice in professional learning

Forcing educators to engage in one-size-fits-all professional development at this time will tend to be hit or miss depending on the person. Mostly miss as there is a definite need for practical strategies in the areas of remote, hybrid, and blended learning facilitated in practical ways. Growth and improvement are of vital importance, but it needs to be something that educators want to engage in at a time when there are so many challenges. Consider providing different choices such as face-to-face, virtual, blended, or asynchronous options. It is also wise to gather input from staff to determine what they feel is needed. 

Communicate norms to families

One of the most common frustrations I hear from teachers when I am coaching is that they can't keep up with all parent emails that come in after school hours, mostly from remote learners and parents. I have gone as far as to recommend that teachers state they're out of office on their email each evening from 5:00 PM until 7:00 AM. Establishment of, and then clear communication of, norms can go a long way towards taking away some emails and messages, especially late at night and early in the morning. In Digital Leadership, I lay out the importance of using a multifaceted approach to meet stakeholders where they are while reinforcing the vital message at hand. Develop the norms with teachers and then "pound the pavement" with digital communications. 

Mental health days

With a substitute shortage, this could be a bit dicey, but the overall impact far outweighs the short-lived frustration of covering classes in a pinch. Based on the size of a district or school, a determination can be made as to how many of these days can be realistically given to each teacher. 

Empathetic leadership is critical to helping staff get through challenging times. Using a give and take strategy and lessening the burden will create a culture of empowerment.  As people have different needs, it is crucial to consider various options as there is no one right way to help people at any point in time. Work to take things off educators' plates, but also consider what you can personally give. In the end, powerful relationships will be formed, and that benefits everyone.

Important Lessons Learned During the Pandemic and How They Can Drive Needed Change

There is no shortage of challenges that have been leveled on schools during the COVID-19 pandemic. After some time, we have seen an initial move to all remote learning, depending on where you live, a shift to some sort of hybrid model.  A spike in cases has led to buildings being closed again and a resumption of remote learning in some locations.  Uncertainty and a lack of continuity have had a heavy toll on teachers, administrators, students, and parents. 

As educators continue to grapple with these challenges, lessons have materialized that can pave the way for needed change. Even though it is difficult at the moment to provide the time and energy to focus on these, it is essential to begin to lay the foundation. One day the pandemic will be over. Education can ill afford to revert back to the way things were done in many districts and schools. If the pandemic has taught us one major lesson, it’s that the system has not worked for many learners. The time is now to seize on the opportunity to do something about it while it is fresh on everyone’s minds.  

Below are some topics where vital lessons have been learned. Even though some have been prevalent prior to the pandemic, there should be a renewed sense of urgency to right the ship sooner rather than later.

Equity

The lesson here is that many learners have suffered from inequity because of socioeconomic status, inefficient resources, or insufficient pedagogy. If all kids are doing the same thing, at the same time, the same way, and in the same place, a red flag should be raised. Equity is about providing learners what they need when and where they need it. A move to real personalized learning at scale is the most logical step. At the same time, the digital divide has to be tackled where all learners have equitable access to a device, reliable WIFI, and quality resources.  

Infrastructure

Health and safety are of utmost concern right now. When the dust settles, long term planning should commence to install or upgrade air filtration systems and make hand sanitizer stations permanent. New classroom furniture that is flexible should be considered that can be arranged in ways to support collaboration and blended pedagogies that were implemented remotely.  As many schools decided to purchase devices for students as a means to ensure equity during remote learning, investments will likely need to be made to boost WIFI throughout buildings.  

Humans Crave Social Interaction

Social distancing and remote learning shined a light on the importance of interaction.  It is the foundation of which relationships are built and sustained.  A lesson learned is how critical it is to develop virtual experiences that incorporate discourse and collaboration.  We must also look for opportunities to increase human interaction in face-to-face settings.

Use of time

One of the biggest challenges for educators during the pandemic was time, especially when it came to implementing a hybrid model.  A lesson learned through this ordeal as we advance is to rethink how time is used in the classroom and innovative ways to give educators more of it during the workday. Both pathways require taking a critical lens to current practice and reflect on potential improvements. It is also vital to think about moving from traditional requirements such as the school calendar, seat time, and Carnegie Units (first rolled out in 1906, by the way) to competency models.  

That’s the way we’ve always done it (TTWWADI) inhibits change

Everyone has been presented with a clean slate. In the midst of an unprecedented period in education, the pursuit of innovative practices that break from the mold of what has always been done should be the imperative. Now, this is not to say that some “traditional” methods won’t still have value. It is up to each school system to determine what should be continued, which particular practices need to be shelved, and areas of focus that will benefit all learners. This includes digital pedagogy that consists of purposeful use, a move to personalized learning through blended strategies, use of data to differentiate, innovative assessment, and performance tasks. The big shift overall is to make a move from low to high agency methodologies. 

Importance of a learning management system (LMS)

Before the pandemic, many districts had an LMS (Canvas, Schoology, Google Classroom), but its uses varied greatly.  Many have realized how vital they were to continuity in learning, whether it was remote or hybrid. The key is to continue to ensure systemic use K-12 to support pedagogically-sound blended learning, self-paced activities, and the continuation of quality learning during extended school closures. It can also set the state to the creation of a viable virtual learning option for students who prefer this model.

More relevant professional learning

If there was ever a time to transform professional learning, it is now. The majority of educators will agree that one and done, as well as drive-by days or events, don’t lead to meaningful changes to practice at scale. One important lesson learned is the shift from this to job-embedded and on-going experiences. Another critical change is how professional learning is structured as well as the areas of focus. On the first point, there is a need to create or replicate the conditions that are reflective of the environments teachers and administrators work in currently. This should then be connected to relevant ideas and strategies that can be implemented in a practical way.  

SEL and our own well being

Social and emotional learning was a hot topic prior to the pandemic. It is even more imperative now as learners are grappling with social isolation, parents losing jobs, family members becoming sick, and a great deal of time spent on technology. We might not know for years, or ever, the full impact all of this has had on learners, which is why a proactive approach is needed that focuses on SEL competencies. Professional learning can fill this void. We can’t forget about the adults and what they are currently dealing with, especially teachers and the time being put in to manage and implement hybrid learning.  Although not directly tied to pedagogy, consistent efforts need to be made in the areas of mindfulness and health for all. 

I am confident that many of you reading this post could add numerous more lessons. Please consider adding them in the comments section below. You will also notice there is not much depth above. I only added a few suggestions in each category where vital lessons have been learned. It is up to you in your role to reflect on each and begin to take the required action in relation to your current situation. 

How to Create Effective Learning Playlists

Educators have been working valiantly to make either remote or hybrid learning work. In the midst of this challenging time, we have seen innovative practices embraced more at scale. These represent new methodologies for some, while others are now applying what they had already been doing to the current situation in the form of blended learning. It is essential for me to reiterate what I have been saying for years as there is still some confusion as to what this actually entails:

Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have control over path, place, and pace.

Thus, just using Zoom or Google Meet is not blended learning if content is just being shared. The same could be said if all learners are using Kahoot of Quizizz as part of a synchronous lesson. Another critical aspect of pedagogically-sound blended learning is some form of personalization. If all learners are doing the same thing at the same time the same way, then one can deduce that this is not a personal experience. If equity is the goal, it’s time to flip the script by giving students what they need when and where they need it.

Past posts have explored blended strategies like station rotation and choice boards, which make learning more personal in remote and hybrid environments. Playlists represent another great option, but I have yet to elaborate on how educators can implement these effectively, until now. The premise behind these is quite simple, as learners are presented with a series of tasks that they complete in any order they want. Personalization occurs through path and pace. Unlike choice boards, where only a set number of options have to be completed, learners are accountable for every playlist activity.

The following guidelines outline some best practices for creating effective learning playlists:

Provide direct instruction prior to introducing new content either through a mini-lesson or flipped approach.List tasks in a learning management system (Canvas, Schoology, Google Classroom) and use a Google Sheet for students to color in once a task has been completed. In cases where digital equity is an issue, these can be listed on paper for distribution, while any activities involving technology would need to be replaced.Scaffold questions and activities to bump up thinking.Build-in relevant problem-solving to instill a greater purpose while providing an appropriate challenge.Use data to provide one-on-one or small group support.Ensure there is a balance between tech and no-tech options.Integrate adaptive tools that respond to strengths and weaknesses while providing data that can be used for groupings and shifts to instruction. If possible, differentiate by providing multiple versions that address the specific needs of learners while provided different paths.Create a simple formative assessment for learners to complete after they have finished all activities in the playlist. This could consist simply of 3 scaffolded questions. Not only does this provide closure, but it will also provide insight as to whether the kids engaged in all the tasks.

The image above provides an example of what a well-structured playlist looks like, as it includes an array of activities that challenge students to think and play what they have learned in different ways. It also affords the teacher an opportunity to work with kids that need the most support. Once a task is completed, the learner colors in the cell under their name in a Google Sheet.

Playlists are a fantastic blended learning strategy that can be used to personalize learning, differentiate instruction, and free up the teacher during class time. They also represent a viable option for both remote and hybrid learning environments.  The key to remember is that there is no one right way to create them. It is up to the teacher to determine the right number of tasks and the overall length of time that learners will have to complete them. This could range from a single period or block to a few days or even a week. When all is said and done, the goal is to use time more effectively while developing a more equitable learning experience for all kids.

Time is What Teachers Need Right Now

At first glance, this post's title might be perceived that hybrid learning is not working in many districts and schools.  I can state unequivocally that it is based on firsthand experience coaching in schools the past couple of months. I have seen incredible lessons and activities that have both engaged and empowered learners through the purposeful use of technology, sound pedagogy, and personalized strategies. However, this is not the case at scale, and it is not the fault of teachers.  For virtually everyone, hybrid learning represents a monumental shift from what has been done in schools. No one was thoroughly prepared for this transition. Now we must accept this fact and work to get it right until the pandemic subsides.

Teachers need time, plain and simple, to make this work. There is no way to skirt around the issue. The current course in many districts and schools has created conditions and a workload that is just not sustainable.  I have had heart-wrenching conversations with teachers on this issue. As I have asked them what I can do to support them, the uniform response is to have more time.

Build it into the schedule

If you have not yet moved to a hybrid schedule, now is the time to think about how it can be integrated weekly or daily.  Many schools have implemented some variation of a flex schedule where an entire day is allocated for teachers to plan and catch up, typically on a Wednesday or Friday. During this day, students are all remote and working on asynchronous tasks. For more information on various hybrid models, check out this detailed piece from Education Week.

If you are already in a hybrid model, time can still be added with approval from the Board of Education. Another possibility is to look at other ways to free up time each day. I did this for my teachers as a principal. Since each teacher had a non-instructional duty by contract each day, I cut these in half, freeing them up multiple periods per week to pursue innovative practices. We called this the Professional Growth Period (PGP). If I were still a principal under these current conditions, I would have released them totally from their duties, which would have given them an entire period each day to prepare.

Dedicate specific teachers to remote learners

Another option to help alleviate some pressure is to assign remote learners to specific teachers. Ideally, this is done before a hybrid model is implemented. However, it can be done at any time. In this scenario, teachers are not responsible for both face-to-face and remote learners simultaneously, which turns out to be a huge relief.

Move to blended strategies

Another way to get back some time is to look at how it is being used. Implementing pedagogically-sound blended learning can free some up to manage both groups of learners better or even catch up on tasks. A teacher can work with smaller groups during a targeted instruction component with a modified station rotation model. Remote learners can be placed in the same rotation to eliminate the back and forth that often occurs when trying to teach both groups simultaneously.  Check out this post for more details on how to implement this successfully. More independent strategies such as choice boards and playlists can free up time for the teacher to monitor as needed, but also try to catch up a little bit. Since many teachers were already using these strategies prior to the pandemic, the foundation is already in place, with only a few tweaks being needed. By no means does this solve the issue entirely, but it can lead to less time being spent on the weekends and late at night.

Develop a coverage schedule

If you are an administrator reading this, hero status can be achieved by working with your leadership team to develop a coverage schedule. Thanks to technology, your office can be a classroom, and you won't miss a beat. As part of an alternating process, one leader could be in the main office to attend to any issues. Other administrators and support staff who are not involved in daily hybrid teaching can lend a hand to give teachers the needed time.

It is important to note that no matter the strategy used to free up teachers' time, there should be no strings attached. What I mean here is that this has to be their opportunity to plan, grade, conference with students, create videos for flipped lessons, or engage in professional learning. They should not be mandated to attend meetings, participate in PLC's, meet with parents, or attend professional development. For it to work to alleviate stress and anxiety, they should have full control as to how the time is spent.

For more remote and hybrid learning strategies and resources click HERE.

High-Agency in the Remote and Hybrid Classroom

Educators desperately want and need support. They need practical strategies that are not just effective but also can be developed in a reasonable amount of time.  To achieve this goal, we must first examine the foundational elements that lead to successful teaching and learning, whether the environment is remote or hybrid.  In no particular order, these include:

Maslow before Bloom's (SEL considerations)Instructional design grounded in sound pedagogyPurposeful use of technologyLeveraging a learning management system for continuity and cohesivenessEquityContinuous feedbackJob-embedded and on-going professional learning

At first glance, one might think that there is a great deal to consider. Under the current circumstances, I would agree. That is why it is not the time to re-create the wheel and work harder. One pitfall is trying to teach traditionally under the current circumstances.  Without a doubt, this will be and has been, more time consuming for educators. So, where do you begin? There are many strategies that educators were implementing well before the pandemic that hold more value now. Regardless of the terminology used, these represent more personalized pathways that focus on student agency leading to empowerment and more ownership of the learning experience. 

I feel the best way to support educators is to show how it can be done under the same conditions by sharing practical examples. For the past two years, I have been blessed to work with the Corinth School District in Mississippi on pedagogy, both digital and non-digital. We have seen incredible growth in all schools across the district through the coaching of both teachers and administrators. With the foundation established last year, they were able to adapt to the current landscape quickly. 

Over the summer, they really ramped up how their LMS (Canvas in their case) would be used K-12 to facilitate their hybrid learning model better. Through the lens of high-agency strategies, I will share some practical strategies that educators can implement right now as well as some examples. 

Voice 

Honoring kids' voices and allowing them to have a say during the learning process is a central tenet of student agency. In many cases, voice can be amplified through the cover of anonymity, which is critical for introverts and shy students. Virtual breakout rooms and digital tools allow all students to respond during reviews of prior learning, checks for understanding, closure activities, and after collaborative activities. I have seen all schools incorporate Zoom breakout rooms in Corinth but was super impressed with the pre-K teachers who used it in conjunction with Nearpod. The elementary teachers are also using both Seesaw and Canvas to promote voice.

Choice

Choice might be one of the most uncomplicated components to integrate daily, whether you are remote or hybrid. Strategies such as choice boards and playlists developed using Google tools afford students with greater control over their learning while also freeing up the teacher for targeted instruction or support.  I have really been impressed with the choice boards at the high school and how Canvas is being used to set them up. The elementary school has also upped their game as of late.

Path

They are many ways to allow students to determine their own path during remote or hybrid learning. Path could come in the form of customized curriculum, asynchronous virtual courses, selecting the order in a playlist, or independent study. It allows students to progress towards standards based on their mastery levels, interests, and goals. Utilizing adaptive learning tools as part of a station rotation model or playlist provides tasks that align with individual strengths and weaknesses. I love how middle school teachers responsible for remote learners have created a virtual station rotation model in Canvas.

Pace

Pace is as simple as allowing kids to work through activities where they have to self-manage their time in order to achieve mastery.  Some kids need more time while others less. Rigorous and relevant asynchronous tasks provide extended periods of time to complete tasks to reduce stress, dive deep into concepts, and prioritize learning. Self-paced activities allow all students to progress through concepts while freeing up the teacher to work with those who need the most help. The math department at Corinth High school has been using the flipped approach with Bitmoji classrooms as well as self-paced programs with a great deal of success. Students in the elementary school get to work at their own pace in various centers.

Place

Like many school districts, learners in Corinth can choose to work remotely at home or come to school for in-person learning, reducing anxiety and stress while emphasizing health and safety. For the students participating in in-class learning, social distancing measures need to be implemented. As a result, Zoom breakout rooms have been utilized extensively regardless of where kids are learning to foster discourse and collaboration.  I must say how impressed I have been to see how the elementary teachers are making this work across the entire school.

I am only scratching the surface regarding how Corinth School District educators have successfully utilized an array of high-agency approaches to personalize already this year. They have addressed the seven elements presented at the beginning of the post.  Over the summer, they planned and trained staff on how to use Canvas better. After some feedback from my initial coaching visits in August, the use of breakout rooms became the norm as a means to get kids talking. Building principals and teachers working together to process and reflect on each coaching visit combined with an intrinsic motivation to improve epitomize outcome-based professional learning goals.  All in all, I couldn't be more proud of this district and what they have and will continue to accomplish.  

For more remote and hybrid learning strategies and resources click HERE.

If you are interested in having a conversation about ICLE's professional learning solutions, including job-embedded and on-going coaching, let me know (email above on the top right) or go HERE.

Developing SEL Competencies Through Technology

The COVID-19 unleashed an array of challenges that resulted in schools being closed for in-person instruction for many months.  As I write this post, many have begun the year with remote learning, while others have opted for a hybrid model where a certain amount of kids are still learning at home. There are growing concerns about students' mental well-being as well as inter- and intra-personal skills, which have only been magnified by not only the pandemic but also advances in technology as a result of the Fourth Industrial Revolution. Over the past few months, many kids turned to digital tools such as social media or games to pass the time.  So much so that one has to wonder about the overall effect on a social and emotional level. The fact is that we don't know the extent of the impact on kids and might not get a firm grasp on this for years.

In a recent article Venola Mason and Tawana Grover emphasized the priority to address the SEL needs of students during and after Covid-19:

Schools must be prepared for the aftermath of the pandemic. We have to elevate our attention to emotional Intelligence and can no longer view this work as optional. Covid-19 has forced us to see that being primarily focused on developing students' IQ is not enough, and in order to help students to reach their full potential, we must also help them to develop their EQ or emotional Intelligence.  When we address social-emotional learning (SEL) we advance emotional Intelligence. Consider the model below as a guide to helping students navigate challenges through prescribed modalities in mind shifts. 

It is essential first to understand where issues can arise.  At the forefront are social isolation and a feeling of loneliness. Then there are other mitigating factors stemming from digital drama, selfies, digital footprints, privacy violations, cyberbullying, distraction, time management, and violent video games. The inherent challenge and opportunity are to build and foster SEL competencies, including self-control, communication, humility, integrity, compassion, perseverance, courage, empathy, curiosity, teamwork, and gratitude.

Some schools have been proactive in this area, as pointed out in an article by Jessica Berlinski:

Schools across the country use a digital program that provides kids a safe place to explore their challenges, learn and practice skills to navigate them, and build the confidence to ask for help. The 420 lessons in the program, called Ripple Effects, cover core SEL skills as well as personal topics ranging from anxiety, bullying and marijuana to managing fears around an undocumented parent.

Knowing what the issues are and how recent events have amplified them, the time is now to be proactive.  Here are what districts, schools, and educators can do:

Focus on the purposeful use of technology to support and enhance learning across the curriculum in both remote and face-to-face settingsTrain parents and students on SEL competencies, digital citizenship, responsibility, and cyberbullyingCreate anonymous tip lines for students and parents to report issues and concernsModel appropriate use aligned to SEL competencies, especially with the tools kids currently use (TikTok, Snapchat, YouTube)Communicate excessively with stakeholders using blogs, Twitter, Facebook, YouTube, and other pertinent tools highlighting SEL competenciesProvide professional learning support to teachers and administrators

As social media becomes even more prevalent in students' lives now and in the future, it is critical that educators and schools provide the necessary support while embracing digital leadership. Delegate when necessary, but also consider reaching out to teachers and students for ideas. You got this!

Be sure to check out my entire #remotelearning series. 

Empathetic Remote and Hybrid Learning

As almost all schools across the globe are back in session in some form or another, many have decided to begin the year remotely with the hopes that COVID-19 cases will subside in the coming months. Others have started the year with some sort of hybrid model.  There is no easy decision when it comes to determining which pathway is the most appropriate at this time. Each, in its own right, presents particular challenges. Regardless of the route taken, all learners and adults' health and safety should be the driving force that determines whether to stay the course or move in another direction.

There is a great deal of stress on students, parents, and administrators, and even more on teachers. The next few weeks, or even months, will be ridden with anxiety, fear, and at times confusion no matter how prepared a district or school is. What we have learned about COVID-19 is that it can spiral out of control at a moment's notice if social distancing and health recommendations aren't followed. However, this is not all doom and gloom. Throughout the pandemic, educators have embraced new opportunities that have materialized and taken advantage of a clean slate. Innovative practices and technology that might have been on the back-burner months ago are now front and center. Rest assured, when this is all over the resilience of teachers and administrators will help usher in a new normal that better meets the needs of all learners.

Now more than ever, empathy is needed to help everyone get through remote or hybrid learning. The reality is that successes are and have been, overshadowed by fear, stress, and anxiety at levels never experienced.  Below I will address six specific areas that can help to create an empathetic teaching and learning culture.  

Time

As I work with more and more teachers across the country, this is the number one issue that consistently comes up.  Teaching both face-to-face and remote learners at the time is not easy, but I recently developed a pedagogical framework using a station rotation model that can help. Many hybrid learning models have either an entire day (typically Wednesday or Friday) for teachers to plan, grade, provide interventions, and conference with students.  Some set aside a half-day.  Administrators can even cut any non-instructional duties to free up teachers. Remote teachers also need time, which is why having them follow a traditional school day schedule doesn't make much sense, especially when asynchronous tasks can be employed, freeing up much needed minutes or even hours.  

Support

Teachers and administrators need professional learning that aligns with the challenges they currently face and the demands of education in a COVID-19 world.  Targeted presentations can now be facilitated virtually, both live and on-demand, in time-sensitive ways.  Job-embedded coaching, which most educators yearn for, can also be facilitated virtually or face-to-face.  Asynchronous models that address the time issue above can also be used to mirror the same conditions that learners will experience either remotely or in a hybrid model.  Support can also come in the form of budget allocations for needed technology, an administrator covering a teacher's class, feedback, granting mental health days, listening to and then acting on general concerns, allocating time each day to check in with remote learners, and providing daily encouragement through inspirational messages. Another suggestion is moving around personnel so that there are dedicated teachers just for the remote learners in a hybrid model. Even though balancing both face-to-face and remote kids can be done successfully, it is still a challenge.

Grace

Depending on your position, leading and teaching with grace is the epitome of an empathetic culture. This can mean many different things to people, but overall it can be characterized by being welcoming, patient, warm, and kind. It's about emphasizing relationships over discipline or correction. For a learner, it might be giving him or her multiple chances on an assessment or to complete a project.  Or it might be a focus on restorative practices that emphasize forgiveness and the building of relationships. Leading with grace is all about service to others with a focus on humility and respect. From an administrator perspective, it means treating teachers with dignity and exhibiting generosity in addition to the characteristics listed earlier in this paragraph. When it is all said and done, continuously ask these questions when someone might be having a difficult day:

Are you ok?Is there anything I can do for you or that you need?Is your current workload manageable?Exemplars

Empathy is about putting yourself in the shoes of others. Modeling through exemplars is a great way to help ease potential concerns, fear, and anxiety on behalf of learners, teachers, and administrators. Showing examples of sound remote and hybrid pedagogy, as well as successful implementation plans, builds confidence in that you don't have to reinvent the wheel.  Recently I shared what some Corinth School District educators in Mississippi were doing and received some very positive feedback. In particular, teachers want to see what this looks like in alignment with their grade level and content focus. 

Flexibility

For remote or hybrid to work, a flexible approach has to be prioritized. Having teachers and students follow a rigid schedule that replicates what traditional schooling has looked like for years could dramatically impact morale, attentiveness, and motivation.  Video conference fatigue is a real issue, and it just doesn't make sense to have remote learners log in from home when they could just watch the recorded highlights and then complete the same tasks that they could in class asynchronously. Teachers also get fatigued if they are on a screen too long.  If the decision has been made for all students to be remote, then at the very least, each teacher should be given a choice as to whether or not they want to teach from their classroom or home. Other areas that can show flexibility include deadlines, attendance, and general with teachers and students.

Compassion

Some might think grace and compassion are the same things. Even though they are similar, there is a difference.  Compassionate teaching and leadership consider any type of suffering and move towards specific actions to relieve it.  The pandemic has resulted in so many misfortunes that are difficult to wrap our heads around.  This is why social-emotional learning (SEL) should be integrated into any learning model, but it also has to be adapted for adults as well.  Henri Nouwen said it best, "Compassion asks us to go where it hurts, to enter into the places of pain, to share in brokenness, fear, confusion, and anguish. Compassion challenges us to cry out with those in misery, to mourn with those who are lonely, to weep with those in tears. Compassion requires us to be weak with the weak, vulnerable with the vulnerable, and powerless with the powerless. Compassion means full immersion in the condition of being human."

There is hope as educators continue to embark into the great unknown. The virus will eventually be subdued. New learning models and innovative pedagogies will take hold. Parents and students will be more comfortable with and open to different ways to learn. Resilient educators who triumphed in the face of adversity will lead education in a better direction. Empathy will not only help us get through to better days but will also help to establish a thriving school culture grounded in relationships.

A Pedagogical Framework for Managing Face-to-Face and Remote Learners at the Same Time

It's has been great to be back in schools working shoulder to shoulder with teachers and administrators as I kicked off year two with the Corinth School District in Mississippi. Until this point, most of my interactions with educators have been through virtual presentations, workshops, and coaching.  Now don't get me wrong as this has been incredibly fulfilling and a great learning experience for me. However, you just can't replace face-to-face professional learning, in my opinion. Body language, eye contact, verbal discourse, collaboration, and relationship building are much more powerful when people are physically together.

Even though I have been on-site for workshops since the start of the pandemic, last week was my first time working with educators in small groups and visiting classrooms with students. Before I dive into this post topic, I must say how impressed I was with what the teachers and administrators have accomplished.  Their growth has been astounding as they have successfully implemented many of the pedagogical strategies emphasized last year, which has made the transition to a hybrid learning model more manageable. As I visited each school, I felt like a proud parent and can't say enough about their collective efforts to improve professional practice.

There are still challenges, though. Like many districts, Corinth has given parents the option to send their kids to school or learn remotely. In some cases, it hasn't been easy to effectively manage both face-to-face and remote learners during the same class period, which is the case for almost every school district.  It is important to remember that no one was trained for this, and pedagogically-sound models are just starting to appear. Teachers not only in Corinth but across the world, are exhausted. I learned from working with educators virtually and on-site the toll that hybrid learning is enacting on educators.  During a very candid conversation with a small group, I experienced firsthand that the single most impediment was time. The number of hours that some educators are working is just not sustainable.

The key is to either free up time or think about how it is being used. This was overcome by having a dedicated teacher assigned to all the remote learners at the kindergarten through the sixth-grade level. Unfortunately, having a dedicated remote teacher for the upper-grade levels isn't an option in smaller school districts.  After listening to some teacher concerns at the middle school, I began to map out a framework that could help teachers manage their time better while in school.  As I scribbled on a large whiteboard, I simultaneously bounced ideas off the principal Nathan Hall.  The end result was a simple rotational model preceded with direct instruction followed by a summary activity or closure. Since Corinth Middle School has fifty-minute periods, I suggested ten minutes for each rotation as well as the mini-lesson and closure activity.

Content still matters, but there has to be some prioritization of standards and, from there, a mini-lesson.  My advice is to keep it short and sweet. Depending on the block of time, this can be either ten or fifteen minutes. Teachers can record this as it is being streamed live using a video conference tool and then uploaded to a learning management system for all kids to refer to whenever they want. Another option is to use the flipped approach and record the mini-lesson for all kids to watch at home before class.  Within this first small chunk of time, it is critical that relevance is imparted, and the best way to do this is through a quick anticipatory set. The last segment of the class could consist of a formative assessment or a closure activity. 

Now let me discuss conceptually what the rotational model could look like in a school. The teacher has two options here. Either group all the remote students together or use data to regularly group and regroup kids as they work to approach, meet, or exceed standards.

Station 1 (Targeted instruction): After a general overview of the lesson during the opening minutes of class the teacher can then dive deeper through more extensive modeling and checks for understanding.  During this time, students can also have their questions answered.Station 2 (Personalized or adaptive learning): In this station, students can work through the curriculum and concepts based on strengths, weaknesses, or personal interests. There are both free (CK-12, Khan Academy, Prodigy, Freckle) and paid (HMH intervention tools, Waggle, IXL) programs. Here is where data can be collected and analyzed for groupings if the right tool is used.Station 3 (Independent or collaborative work): Initially, I would go with independent work as it takes less time to plan for than cooperative learning.  Activities could consist of scaffolded practice problem sets, independent reading, or the use of a self-paced personalized tool if you decide to make the other station purely adaptive.  

The entire premise of the model presented above is to make the best use of available time during a class period where a teacher is managing both face-to-face and remote learners. I suggest only three rotations to begin, but you can definitely add more if you are working with a more extended block of time.  Or you can even tweak it to meet your specific needs as this is what Nathan Hall did for his staff. Below you will see what two Corinth Middle School teachers developed and integrated with Canvas.

Once you are comfortable, consider utilizing choice boards, playlists, or flipped lessons if these won't turn into a time sap. Or you can plan for some sort of cooperative learning using virtual breakout rooms. To ensure success, it is also a good idea to commit to a learning management system such as Google Classroom, Canvas, or Schoology. It becomes more difficult managing remote learners if you are not using one of these solutions.  I loved visiting with Corinth High School science teacher Sally Beth McCullough recently and seeing firsthand what she has implemented successfully. Below you will see how she is effectively using Canvas and choice boards.

I still have 18 more days with the Corinth School District this year and can't wait to see what their teachers and administrators accomplish.

Managing face-to-face and remote learners at the same time can be a challenging task for teachers and schools as a whole.  My hope is that the framework and examples above can serve as a baseline to think about how to best use the time available without succumbing to burnout.  As teachers, always lean on your colleagues near and far. They are your best resource. If you are an administrator, be flexible with your staff and demonstrate empathy. They need your support more than ever. Finally, always be on the lookout for professional learning opportunities that can fill in the gaps and provide needed feedback for continuous improvement. You all will get through this as educators always rise to the challenge.

Be sure to check out my entire #remotelearning series.