Coronavirus Resources for Schools

Supporting Learning Infographic

Contains resources from school districts and public health agencies.

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The full report and policy brief can be found at Recommenda ons to district leaders: Conduct an a er-ac on review and needs assessment. Districts should reflect on what they learned and could improve on from their distance learning efforts in spring 2020. This should include taking stock of needs and assets for distance learning in the upcoming year, for example, teacher professional development, technology, and systems for coordina ng student supports. Set instruc onal priori es and help develop viable curricula. Due to the logis cal constraints of distance and blended instruc on, it will be challenging for educators to cover the en rety of grade-level standards in addi on to content from the prior year's curriculum. Districts can support instruc onal planning by reviewing each grade level's scope and sequence from the me of March school closures through the end of the 2020– 21 school year to iden fy instruc onal priori es for the upcoming year—or by providing support for schools to do this work. The emphasis should be on priori za on of standards, not elimina on. Addi onally, districts should provide model lessons and curricula that can be used in distance learning to support teachers as they adapt to this model. Develop and communicate clear roles and expecta ons. Districts must develop plans for high-quality distance instruc on and set clear expecta ons for the roles of students, educators, and families in distance learning. Communica on should occur early, o en, and bidirec onally between schools and families. Support educator well-being and professional learning. The transi on to distance learning has been a personal and professional challenge for most teachers. Educators could benefit from support on best instruc onal prac ces, curriculum development, and student engagement in the distance and blended contexts. Districts can help by listening to educators, responding to their needs, protec ng me for collabora on, pu ng protocols in place for connec ng students to addi onal support, and providing high- quality professional development. Reconceptualize educator roles and team structures. Distance learning enables schools and districts to reimagine educator roles. Instead of all teachers fulfilling the same du es, roles and tasks can be distributed across educators teaching the same grade or course. Examples of tasks that could be distributed across teams may include live instruc on, family outreach, providing forma ve feedback, and material cura on. The roles of other support staff—including paraeducators, expanded learning providers, and content specialists—can also be crea vely deployed in service of mee ng student learning needs in distance and blended learning contexts. Assess student well-being and develop systems to respond to greater student needs. Good district decision-making about how to address student social-emo onal and learning needs will depend on access to relevant, mely, and accurate informa on. Districts play an essen al role in suppor ng the collec on of data to inform ac on in support of student well- being and learning. 5 6 7 8 9 10

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