Shutting down should not be an option. During the pandemic, teachers across the country have been forced to find ways to reach their students in a manner suited to their needs: by recording videos for children who missed synchronous lessons, sending worksheets home with kids who lacked internet access and adjusting deadlines to fit students’ schedules. Other major concerns during the pandemic have been lack of access to equipment and the internet. With many students on hybrid schedules that plan for some in-person and some remote learning, one “class” of students likely won’t be the coherent unit that it was in past years. Where the Fault Lines Are During COVID-19, 'No Going Back' From Remote and Hybrid Learning, Districts Say, Insurgency at the U.S. Capitol: A Dreaded, Real-Life Lesson Facing Teachers, How to Teach the U.S. Capitol Attack: Dozens of Resources to Get You Started, 5 Strategies to Ensure Student Engagement Online, High-Power Workstation Solutions for Remote Learning, Incorporating SEL, Climate, & Culture into School Improvement and Accountability in 2021, A Seat at the Table With Education Week: Testing & Accountability, Digital Literacy Strategies to Promote Equity, Superintendent, Jefferson County School District RE-1, Why Asking the Teacher Isn’t Always the Best Course of Action, Parents Are Watching Like Never Before. ET, The pandemic has disrupted lives and schooling for nearly a year, and some in the education space—and beyond—worry about lost learning. Even if students had little instruction in the spring, districts should fight the impulse to require extensive remediation or reteaching of whole units from last year. REVILLE: I think the lessons we’ve learned are that it’s good [for school districts] to have a backup system, if they can afford it. The pandemic has forced so many changes that experts are saying teachers and other school staff members need training on a wide range of things. ... It’s incumbent on our education … Four high school students write about their distance learning experiences this year, sharing mixed feelings, including liking not having to wake up early but also suffering from eye strain. Germany's quick response to the pandemic in the spring allowed it to get some children back in schools after just a few weeks. It offers advice for deciding what to teach this year, how to teach it, and how to make sure students and teachers both get the support that they need from schools. REVILLE: We’ve certainly had school closures in particular jurisdictions after a natural disaster, like in New Orleans after the hurricane. We need to redesign our systems of child development and education. Experts say no students should be held back from grade-level work—instead, teachers and instructional leaders should figure out where they might need to revisit prerequisite skills in the context of instruction. This makes digital literacy no longer a “nice to have” but a “need to have.” How do we ensure that every student can navigate. They’ll also have to keep instruction coherent across online and in-person settings, since many districts plan to offer hybrid schedules. Although some activities were brought back to campuses in the autumn, many classes at these institutions are still in hybrid or online form and seem likely to remain this way for some time. In order to learn, children need equal access to health care, food, clean water, stable housing, and out-of-school enrichment opportunities, to name just a few preconditions. But there are some priorities—like engaging with students, providing access to cognitively demanding work, and responding to formative assessment—that teachers can address in any environment. The spring produced crisis schooling, and teachers and schools scrambled to find online resources and master remote teaching techniques. Connection and trust are as central to instruction as curricular mapping and assessment. REVILLE: That should be a medically based judgment call that will be best made several weeks from now. A lot of parents are struggling with that. We are still a nation at risk. Disadvantaged students suffer the consequences of those gaps more than affluent children, who typically have lots of opportunities to fill in those gaps. Harvard students, alumni, faculty, and staff from the nationwide ‘To Serve Better’ project reflect on how coronavirus is affecting their communities, Bits of the socially distanced lives of staff and faculty, from a LEGO model of the Music Building to Gov. We’re thrilled to announce the launch of the all new EdWeek.org. I was talking recently with folks in a district in New Hampshire where, because of all the snow days they have in the wintertime, they had already developed a backup online learning system. That made the transition, in this period of school closure, a relatively easy one for them to undertake. “It’s aspirational,” said Dan Domenech, the executive director of AASA, the School Superintendents Association. Children come from very different backgrounds and have very different resources, opportunities, and support outside of school. Deep Dive: Classroom Routines Must Change. Deep Dive: What Should We Teach? ET, Our new world has only increased our students’ dependence on technology. According to the Education Week survey, it’s lower-income families who are more likely to be choosing homeschooling during the pandemic. That’s where a rethought approach to assessment can play a role. These education prerequisites go far beyond the purview of school systems, but rather are the responsibility of communities and society at large. During the influenza pandemic in 1918, even though the world was a … Schools should acknowledge upfront that they’ll likely have less instructional time this year and should plan to identify the highest priority parts of their curriculum accordingly. As former secretary of education for Massachusetts, Paul Reville is keenly aware of the financial and resource disparities between districts, schools, and individual students. Some school systems are doing online classes all day long, and the students are fully engaged and have lots of homework, and the parents don’t need to do much. We tend to regard our school systems uniformly, but actually schools are widely different in their operations and impact on children, just as our students themselves are very different from one another. Online, they will have to develop relationships and classroom routines with students they may have never met in person. Education Week reporters Catherine Gewertz and Sarah Schwartz interviewed 50 teachers, instructional leaders, and curriculum and assessment experts, and reviewed dozens of documents for this installment. We have to find some middle ground, and that means the state and local school districts are going to have to act urgently and nimbly to fill in the gaps in technology and internet access. This interview has been condensed and edited for length and clarity. GAZETTE: What can parents can do to help with the homeschooling of their children in the current crisis? GAZETTE: How seriously are students going to be set back by not having formal instruction for at least two months, if not more? It’s a lot to take on even as the ground shifts under teachers’ feet. While aiming for success in higher education as a parent is challenging enough, achieving academic goals in the midst of a pandemic can be emotionally overwhelming and exhausting. When it comes to staffing, it’s likely that the usual roles and responsibilities will need to shift to allow a school to focus deeply on things that matter most: good instruction, since many students missed key content last spring; support for technology, since many students will be learning remotely; emotional support for students, who have likely experienced trauma in the pandemic; and connecting with families, whose help is required now more than ever as more learning takes place at home. REVILLE: The best that can come of this is a new paradigm shift in terms of the way in which we look at education, because children’s well-being and success depend on more than just schooling. Twenty-first century learning absolutely requires technology and internet. Educators teach science, and this is a moment … GAZETTE: What has been the biggest surprise for you thus far? GAZETTE: Schools around the country have closed due to the coronavirus pandemic. GAZETTE: The digital divide between students has become apparent as schools have increasingly turned to online instruction. In the building, social distancing could put an end to the group projects and partner work that are central to many teachers’ pedagogy. We’re looking for feedback on our new site to make sure we continue to provide you the best experience. Schools might well need to respond to that reality by forging new roles or responsibilities for staff members—making one teacher the “remote lead,” or creating new cross-grade teams to support progressions in learning. REVILLE: Arguably, this is something that schools should have been doing a long time ago, opening up the whole frontier of out-of-school learning by virtue of making sure that all students have access to the technology and the internet they need in order to be connected in out-of-school hours. Virtually all parents are doing some form of homeschooling, whether they want to or not. How should international education work during a pandemic that largely prevents travel? The coronavirus has already restructured one big pillar of the assessment world: It obliterated federally mandated statewide testing last spring. Most of our big systems don’t have this sort of backup. Teachers can then remediate those gaps “just in time,” instead of trying to cover every standard or skill that might have been missed last spring. There are lots of creative things that can be done at home. In this way, we can make the most of the crisis to help redesign better systems of education and child development. That’s how educators describe the challenges in education during an unpredictable global health crisis. They’ve issued a stack of papers and guidance documents suggesting that these topics are important and urgent, but it’s a daunting list to conquer. Now is the moment for educators to focus inward and repair classroom inequities, writes the CEO of Baltimore's public schools. And now, as the new school year approaches, it’s led experts to wave cautionary flags that say: Be very careful about how you handle testing this year. The pandemic forced school leaders and teachers to reach out to their communities in ways they had never done before. In the spring of 2020, the COVID-19 pandemic forced many higher education institutions around the world to rapidly switch to remote learning. We also offer one organization’s thoughts on a way to envision and rework staffing models. Universities across Central Virginia say participation in international education dropped during the pandemic. Story at a glance. However, that seems unlikely. In some ways, the question was a welcome one, SIT president Sophie Howlett said, 'because we're not … This content is provided by our sponsor. But it’s a lot to take on. Due to the coronavirus pandemic, many students are attending school online and from home. We tried with our education reforms to build a 21st-century education system, but the results of that movement have been modest. "We need to look holistically, at the entirety of children’s lives.". 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