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AdvocacyEducational Trends

Ed Tech News Roundup: Germs, Gaps, and the Texas Legislature

by Andrew Roush
written by Andrew Roush

Howdy, folks! Welcome to another in a series of periodic ed tech news roundups. We hope you enjoy this one, and if you have a story you’d like to see included, let us know in the comments.

As summer zooms toward fall, new developments in the ed tech industry, education policy, and more are shaping the school year ahead. Here’s what you need to know.

A Clean Start

The coronavirus, and new variants of it, continue to spread. As schools look to reopen amidst the ongoing pandemic, educators and leaders are working to ensure learning spaces are as safe and hygienic as possible.

  • Writer Erin Cunningham explores how schools are developing strategies to keep classrooms accessible and safe and how to limit the spread of germs and the coronavirus. [EdTech]
  • This month, the Centers for Disease Control and Prevention updated their guidelines for reopening, including best practices for different age groups and a summary of recent changes. [CDC]

Minding the Gaps

The pandemic has also heightened and underscored existing gaps and inequities in the world of education, while many consider how we can use these lessons to improve things.

  • The changes in education during the outbreak have highlighted many gaps in education, from tech to achievement. Jill E. Thomas argues that educators should also be aware of a “wellness gap” for teachers. [EdSurge]
  • Connectivity is one of the gaps educators were working to close when the pandemic struck. Here’s how teachers and leaders are working to keep closing that gap. [EdTech]

Theory and Practice

In Texas, legislators have battled to pass measures meant to limit the teaching of Critical Race Theory, an academic framework mostly used in advanced and post-graduate studies of American culture and history. Here are some reactions and explainations.

  • A team of reporters have gathered thoughts from teachers across the state. [Education Week $]
  • The bill advanced on the teaching of race relations sidesteps the term “critical race theory,” but has still courted strong resistance. [Texas Tribune]

Photo by Andrea Piacquadio from Pexels

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self care
Good Teaching

Focusing on Self Care for Educators

by Andrew Roush
written by Andrew Roush

The ability to stay poised, focused, and positive while also being relaxed and flexible is one of the top challenges of being an educator. And, of course, the stresses that make self care harder have increased in the past year. That’s why the end of this school year offers a crucial time to reflect on good practices for keeping ourselves healthy, mentally, physically, and emotionally.

Since teachers spend so much of their time building positive relationships with students, and understand the mental and emotional health of those students, understanding wellness and how to care for oneself is simply a part of the job. Below, we’ve collected resources to help you reflect, renew, and possibly build positive personal practices.

What Is Self Care?

Essentially, self care is the way in which we strive to make our own lives better, easier, or fuller.

…for teachers, self-care is so much more than breakfast in bed or treating yourself to a spa day. It’s about taking care of your health so that you’re prepared to be the best teacher you can be for yourself and your students.

“Why Teacher Self-Care Matters and How to Practice Self-Care in Your School” Waterford.org

The National Institute of Mental Illness (NAMI) states that there are six elements:

  • Physical
  • Psychological
  • Emotional
  • Spiritual
  • Social
  • Professional

Take a Video Break

Sometimes, all it takes is a short break to refocus. Check out these videos on self care to help you jump start your wellness process.

2020 Teachers of the Year on Practicing Self Care

Learn to Shine Bright — The Importance of Self Care for Teachers

If you have a little more time to dive into these topics, consider checking out these articles on how and when to focus on what’s important for your state of mind.

Taking Care of Yourself During COVID-19

The coronavirus pandemic has caused major disruptions in education and in life, and those changes have real impacts on how students (and educators) think, feel, and behave. Look through these readings on individual well being and trauma and change.

Going Further with TCEA

Looking for ways to develop long-term habits and skills to practice self care in your everyday life and teaching practice? Check out one of TCEA’s latest online courses, Cultivating Calm. The first three modules of this self-paced course will give you an overview of how stress affects our overall well being and techniques to deal with stress in your own life, both in and out of the classroom. The last two modules lead you in extending what you have learned to the classroom for your students. You can learn more at TCEA Courses.

Photo by Madison Inouye from Pexels

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ed tech news
Educational Trends

Ed Tech News Roundup: Summer’s on the Way

by Andrew Roush
written by Andrew Roush

Howdy, folks! Welcome to another in a series of periodic ed tech news roundups. We hope you enjoy this one, and if you have a story you’d like to see included, let us know.

Summer’s right around the corner. As we prepare to take a much-needed deep breath, here’s what’s happening in the world of ed tech.

Looking Back, and Ahead

The impacts of the COVID-19 pandemic will be measured for years to come. As we look ahead to what appears to be a fully in-person fall semester in much of the U.S., educators are reflecting on the immediate effects of the lockdown, remote learning, and the loss that comes with a virulent outbreak.

  • Math teacher Karen Atkinson explores the changes she saw during remote learning — and some of the benefits, especially for girls in STEAM subjects. [THE Journal]
  • Researchers at Texas A&M University are working to understand the effects of remote teaching and the pandemic generally, and beginning to develop insights and host discussions on these topics. [Texas A&M]
  • Around the world, the pandemic caused the deaths of many, including educators. Citing a lack of tracking by state agencies, a Dallas news station set out to document the lives of teachers lost to the disease. [WFAA]

Ed Tech Topics

Ed tech took a starring role in education in 2020 and the first half of 2021. As we head toward the fall, it’s important to reflect on how, not simply if, we will use educational technology in the future.

  • Devices keep getting smarter, and there seem to be new gadgets and apps all the time. But without the media literacy skills needed to navigate the internet, students may not benefit. [Ed Tech]
  • Further, Rick Hess notes that it’s important to monitor and understand “how bad ed-tech habits that formed during the shutdown risk compromising instruction and even slowing the return to school next fall.” [Education Week]
  • Some analysts note that ed tech resources could be going the way of many media businesses by adopting a subscription-based model. [Education Technology]

Taking Tech Back to the Classroom

While the world focused on technological solutions to the challenges of lockdown, questions remain about how specific technologies might be integrated into traditional learning, considering all the lessons learned during the pandemic so far.

  • Florida educators reflect on how the “pandemic proved technology’s worth,” and how they hope to use ed tech in the future. [K–12 Dive]
  • Some important factors to note? Flexibility, power consumption, and cloud computing. [Ed Tech]
  • For ed tech companies and tools to thrive, custom solutions to local problems may be a key factor in success. [eSchool News]

… And Finally

The Roman orator Circero once said that “if you have a garden and library, you have all you need.” One school in Maine is putting that to the test, using gardening to engage students in a variety of subjects. [The Daily Bulldog]

Photo by Vlad Chețan from Pexels

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funding
FundingLeadership

$11.2 Billion in New Funding for Texas Schools

by Lori Gracey
written by Lori Gracey

Today, Texas Governor Greg Abbott announced the release of $11.2 billion in additional funding for Texas schools from the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER or ESSER III) Fund. This federal funding was passed in March 2021 under the American Rescue Plan (ARP) Act of 2021.

Who Is Eligible for This Funding?

K-12 public and charter schools are eligible for the funding which is designed to be used for resources purchased between March 13, 2020 and September 20, 2023. The estimated allotment is a district’s ESSER I entitlement multiplied by 10 (subject to change depending on final allotments).

What Can the Funding Be Spent On?

ESSER III focuses on school districts reopening and operating safely, as well as on addressing the possible impact of the coronavirus pandemic on students. In addition, a district must use, at a minimum, 20 percent of the funds to address learning loss through the implementation of evidence-based interventions. Districts must ensure that the interventions respond to the students’ social, emotional, and academic needs. 

With that in mind, the following services are allowable under the federal guidelines (source):

  • The development and implementation of strategies and public health protocols (in line with guidance from the CDC to the greatest extent possible) to reopen and operate schools to effectively maintain the health of students and staff
  • Efforts to prevent, prepare for, and respond to COVID-19
  • Training and professional development on sanitizing and minimizing the spread of infectious diseases
  • Supplies to sanitize and clean the district’s facilities
  • Improving and/or repairing the district’s facilities to reduce risk of virus transmission and exposure to environmental health hazards
  • Improvements in indoor air quality
  • Procedures and systems to improve the preparedness and response efforts of the district, including developing and implementing those procedures
  • Planning and/or implementing activities during long-term closures, including providing meals to eligible students and providing technology for online learning
  • Mental health services and supports, including implementation of evidence-based full-service community schools and the hiring of counselors
  • Educational technology for students that aid in interaction between students and their classroom instructors, including hardware, software, connectivity, assistive technology, and adaptive equipment
  • Addressing the needs of children from low-income families, children that have disabilities, English learners, racial and ethnic minorities, homeless students, and children that are in foster care
  • Summer learning and supplemental after-school programs, including planning and the implementation of those programs
  • Activities that address learning loss
  • Activities allowed by the Elementary and Secondary Education Act (ESEA), the Individuals with Disabilities Act (IDEA), the Adult Education and Family Literacy Act (AEFLA), and the Carl D. Perkins Career and Technical Education Act (Perkins CTE)
  • Any other activities that are necessary to maintain operation and services provided by the district, including continuing to employ existing staff or hiring new staff

What Should Districts Do?

TEA provided this information about ESSER III and what districts will need to do. According to the agency, “Effective today, districts and open-enrollment charter schools (school systems) in Texas may apply to receive their allocation of the $11.2 billion appropriated to the State of Texas for public education purposes under the American Rescue Plan (ARP) Act through the Elementary and Secondary School Emergency Relief III (ESSER III) Fund. Funds are being provided, supplemental to all other funding sources to school systems, and will not be supplanted at the state level. School systems should use these new funds to respond to the pandemic and to address student learning loss as a result of COVID-19. The eGrants electronic grant application will be available on the TEA Grant Opportunities web page on Thursday, April 29, 2021.” They also provided this chart showing how much each district can expect to receive. Schools should begin to consider the needs of their students and how best to help them recover from any setbacks during the pandemic.

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COVID vaccine
Stories and Reflections

My COVID Vaccine Experience

by Jennifer Bergland
written by Jennifer Bergland

January 14th was a momentous day for me. This was the day I got my first COVID vaccine shot. 

Early in the morning on January 13th, a neighbor sent a text to several of us who fit into the 1B COVID vaccination category letting us know that the Austin Public Health Department was setting up two sites, called hubs, that were delivering 12,000 vaccines over a three-day period. They were including individuals who were in the 1B group. Texas identifies 1B as individuals who are 65 years or older or 16 years of age and older with at least one chronic medical condition that puts them at increased risk for severe illness from the virus. I turned 65 in November, so I now fit into this category.

Although the governor had released the vaccine for individuals in both 1A and 1B, finding a site that would administer the vaccine to those of us in 1B has been difficult. The state has a map that identifies where the vaccine has been distributed, but very few of these sites are providing it to those of us in 1B and, if they are, they’ve made it difficult to figure out how to sign up for a vaccine. So you can see why my neighbor’s text was huge news. I immediately jumped on my computer and navigated to the Austin Public Health’s COVID-19 vaccination registration website. I was astonished when I was able to get an appointment for the very next day at 2:00 p.m. Being an early morning person paid off! Within about two hours, the site crashed and the appointments were all taken. 

COVID vaccine
Mary and I in line

The next morning, I got an email from the Austin Public Health Department letting me know they were allowing people who have an appointment to come any time between the hours of 2-7 p.m. They said they were doing this so that people wouldn’t have to wait in long lines. I called my friend, who also got an appointment, to see if she wanted to go with me. We left Georgetown around 1:30 p.m. and got to the site around 2:00. As we approached the Delco Activity Center we knew this was not going to be a quick in and out procedure. There was a line of cars just to get in the parking lot. Once we finally found a parking spot, we then proceeded to find the end of the line. The line went around the building three times. We knew this would take hours, especially since the line seemed to be going very slowly. 

After about forty minutes, I told my friend that I needed to run to the HEB to use the restroom. At that point, I thought we might be there for four to five hours and they had no restroom facilities outside. While I was at HEB, I grabbed us some snacks. We might as well enjoy our time in line! 

When I got back, much to my surprise, my friend had made a lot of progress. She had made it around the building, which meant we only had to go around it two more times. Apparently, when they opened at 2:00 p.m., they were collecting information using four laptops. They quickly realized this was not going to be as efficient as having people provide the necessary information using paper forms. (I feel sorry for the individuals who are having to enter all of that data!) The pace picked up once they dispensed with the laptops. Also, some people decided to leave and come back at another time which also shortened the line. 

Once we got into the building, the process was extremely well organized. They asked us a few questions, gave us the shot, and then asked us to sit and wait for 15 to 30 minutes to make sure we didn’t have any reactions. The shot wasn’t painful at all. My arm was sore for a couple of days, but that is the only side effect I’ve had. The vaccination hub will provide you with a QR code that takes you to a site where you can register with the CDC. They will send you daily texts for a few days asking you to complete a short questionnaire that inquires about your side effects. I have found this to be comforting. 

All in all, the experience was great. Yes, it took me three and a half hours to get the COVID vaccine, but I was very motivated to get the shot. Most of the people waiting in the lines reacted the same way. Oh, there were jokes about having Chick-fil-A organizing the process, but most of us knew the staff was doing the best they could and we were very grateful for their service. 

Below is some advice from my experience. 

Tips on Getting an Appointment

Until the state standardizes the process, the best way to find places to get a COVID vaccine is by networking. Regional sites like Nextdoor Neighbor have threaded discussions about vaccinations almost daily. I also recommend that you start a text thread of people you know who are eligible for the vaccine and share information. This is how I heard about the Austin site, as well as another place where I am taking a 94-year-old woman from my church to get vaccinated. 

Find sites that will let you register so they can contact you when they have the vaccine. They may not have appointments right now, but they will let you know when they have a new supply of the vaccine. 

Check in to counties or cities that are close to you. I have heard of several people who drove at least an hour away to get their vaccination. Here is a map that provides where the state has distributed the vaccine. However, so far, this map has not been very helpful. Most of these locations are not currently distributing the vaccine to people in 1B. My friends who drove to other cities to get the shot heard about the location from a family member or a friend, not from this map. 

Consider helping an elderly person sign up for the vaccine. Many of them do not have the computer skills that are required to get this done. Most places are not taking walk-up appointments nor do they want you to call them. The volume of inquiries is just too overwhelming. Therefore, they are using technology to enable people to register for appointments and to communicate with you about your appointment. Some of the registration systems are really simple (Brookshire Brothers is using a Google Form) and some are very complex. But for some of our elderly population, the process is just too confusing and complicated for them to navigate. They will need assistance until this gets widely distributed. 

Tips for the Day of the COVID Vaccine

Wear a short-sleeved shirt. This seems logical, but I witnessed an elderly man in a wheelchair that wore a long sleeve shirt that didn’t have any buttons. They had to do some creative maneuvers to expose his arm for the shot. 

If it is a vaccine hub like the one I went to, be prepared for long lines. You might want to bring some snacks, comfortable shoes, layered clothing, and folding chairs. We saw a man who brought an office chair on wheels! That seemed a little unpractical. Also, consider that you might be outside with no access to a restroom. This isn’t the time to drink a Rt. 44 Coke from Sonic! I learned this the hard way. 

If you received an email verifying your appointment, bring that with you. You might also need some type of verification of your age. 

I received the Moderna vaccine. It requires me to get a second vaccination 28 days after the first one. They indicated they would contact me to set up the second appointment. However, it doesn’t matter where you get the second dose, just as long as you get it. They provided me with a card that has my name, birthdate, the type of vaccination I received, and the date I received the vaccine. It was recommended that I take a photo of the card in case I lose it. I also contacted my doctor’s office to let them know I got the first shot so it is in my shot record.

I am grateful that I had this opportunity to be vaccinated this quickly. Hopefully my experience will help you navigate the system to get yours soon, too.

If you’ve already gotten your vaccination, share your story and tips in the comments below!

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remote counseling
Educational Trends

Remote Counseling During COVID-19

by Luke Smith, Guest Author
written by Luke Smith, Guest Author

There is no mistaking that the COVID-19 pandemic has had a substantial impact on nearly every aspect of our lives. From changes in our workplaces and schools to our ability to go out with friends to the people we feel safe seeing over the holidays — COVID has changed everything. The social, economic, and health impacts have been profound. 

Difficulties associated with the pandemic are true in adult lives, but they are also a reality for the younger generations. Whether they are old enough to understand what is going on or not, COVID has most certainly impacted the lives of our children in long-lasting ways. Some have the benefit of spending more time with family members, while others are feeling the impacts of a more isolated adolescence with fewer opportunities to just be kids with peers. 

For many young adults and children, coping with the fallout of the pandemic is something they are wholly unprepared for. It is a struggle that many are having trouble dealing with healthily. The value of remote counseling services for students struggling to deal with the impacts of the pandemic cannot be understated.   

Reducing Social Isolation

Perhaps the most obvious difficulty our youth are having with the pandemic has to do with the immense social isolation they are feeling. Children desperately want to play outside with their neighborhood friends, have sleepovers, and stay up late to watch scary movies while teenagers feel as though they are missing out on some of the most formative experiences of their young lives. 

Telling them no — that they can’t play with the neighbor kids or go to the city pool and that they have to miss homecoming, prom, and high school graduation — is heartbreaking. Many parents are worried about the social development of their young kids who are suddenly not allowed to spend time with their peers and may be missing out on larger life lessons. Equally serious are the many studies that have linked poor social health to poor physical health.

Both technology and counseling services can offer a lot in helping young adults and children deal with social isolation. Remote counselors can use well-developed listening skills to hear out and understand the struggles children feel. Counseling sessions can even help give students a means of coping with the emotional side effects of being cooped up in the house for months. 

Uncovering Deeper Issues

The sad reality is that for many students, lack of social isolation is just the tip of the iceberg when it comes to the difficulties they are facing due to the pandemic. Early on in the crisis, Americans realized just how many students were dependent upon school lunches for meals and the depth of the food insecurity that loomed just underneath the surface. Others are dealing with the stress of knowing the pandemic is bringing financial insecurity to their families. 

Even more tragic is that some students are spending a greater amount of time with parents that may not always provide a safe space for them. Many parents are struggling to balance working from home and providing online schooling or daycare for their kids. With all of this stress, it can be easier than ever for parents to cross a line between disciplining and abusing their children. Though the number of reported abuses of children has plunged, some experts worry about significant underreporting. 

Here, remote counseling resources can also make a positive difference in the lives of children during the pandemic. There are a lot of online resources out there available for free to children and young adults who may need them. The difficult part is just finding and getting in touch with someone to talk to.   

Counseling Services Are Changing

Fortunately, many of the counseling services offered by schools are changing to adapt to the challenges brought on by COVID-19. School counselors are working to provide office hours both in-person and online to the students they serve. This, they hope, will provide a greater opportunity for students to feel safe and comfortable seeking help if they need it. 

Additionally, many school districts across the country are prioritizing shifting any available funding towards providing more emotional and mental health resources for their students. This can come in many forms such as additional counselors on staff, relaxation rooms, and grief training facilitation. 

Many advocacy groups, local governments, and states are asking for federal funding to help cover these costs amongst many other costs associated with offering school either in-person during a national health crisis or online in response to the crisis. It certainly hasn’t always been pretty, but many school districts are trying to do right by their students and attempt to ensure they aren’t falling behind either academically or socially. 

Making an Impact

The impacts of the pandemic are very real for the young adults and children that are living through it. Many are feeling the impacts of social isolation and a limited ability to connect with friends and family. Still others are feeling even deeper impacts of their family’s economic stress, sickness of family members, or a need to be at school for more than just academic opportunity. Counselors are poised to offer much-needed assistance both online and in person that can help head off a youth crisis that is slowly unfolding. 

Photo by Julia M. Cameron from Pexels

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instructional coaching
Professional Learning

Ideas and Insights on Instructional Coaching

by Andrew Roush
written by Andrew Roush

Instructional coaches support students and educators through professional development, relationship building, and much more. Like so many things in education (and life) this year, education has seen major shifts. As a result, instructional coaches have taken new lessons from the experiences of 2020.

In this post, we’ve compiled a variety of insights and ideas that have emerged this year to help build teacher capacity and improve student outcomes. 

Coaching Defined

Texas’ ESC Region 13 describes instructional coaching succinctly as “job-embedded professional development.” To that end, they write, an instructional coach does the following:

  • Facilitates pre-observation conversations, goal setting, and post-observation conferences
  • Conducts classroom observations to collect data on specified practice
  • Maintains a confidential relationship with teacher
  • Supports teachers by consistently co-planning, co-teaching, and modeling lessons.

Supporting Learning

Instructional coaches and those in similar roles are concerned with supporting learning in many ways, from understanding social-emotional needs to navigating rules, standards, schedules, and guidelines.

Responding to Change

Last month, TechNotes featured an interview with education researcher Jim Knight. He took a broad view of instructional coaching during the current COVID-19 pandemic, pointing to ways to overcome continued challenges — and the skills educators can take from this period. 

For example, what does eye contact look like for coaching when you’re doing it through Zoom versus face to face? Overall many of the same skills or best practices apply – let people finish their responses, genuinely want to hear what they have to say and listen, don’t interrupt, don’t fidget with stuff while they’re talking, and pay attention to the person. This can just be harder virtually, especially with a group. When you sit down with a person or a group face to face, you can feel if this is working or not, and that’s hard to do virtually, so working on skills like these are key.

Interview: Instructional Coaching During COVID-19

The challenges of changing schedules and changing methods of instruction mean a focus on the foundations of teaching. In the Lit Coach Connection blog, Krista Senatore outlines five lessons from the COVID outbreak that coaches can take to heart. Not only should educators focus on building and maintaining the vital personal connections that make learning happen, they should also be mindful of building a community of learners, using the right data to assess and plan, and maintain a focus on the basics of literacy, critical thinking, and reading.

Professional Learners

Not only do instructional coaches work to teach teachers, they themselves must be lifelong students. Jim Knight outlined a similar emphasis in his November interview:

“It’s really important that professional developers reflect deeply on their beliefs. Paulo Freire in the Pedagogy of the Oppressed talks about a few key concepts that need to be in place if you want to have dialogue with somebody. He said you have to have humility in the way you interact with the person. … He said when people understand that we want to hear what they have to say, we’re open to being changed by them, and we believe in them and want what’s best for them — and this is authentic — they’ll trust us. But the flip side is also true if any of those things are missing. So, I don’t know if it’s a new skill, but I think to be effective at this work, it’s really important to think carefully about our beliefs.”

Interview: Instructional Coaching During COVID-19

You can also read Knight’s thoughts on video for coaching in a previous TechNotes interview here. 

Launching Ideas

The Launch Pad is the blog from the makers of the Teach Boost tool. The blog includes a deep catalogue of posts on topics relevant to instructional coaches and similar professionals. 

In September, San Antonio instructional coach Genevie Rodríguez-Quiñones shared her insights on building teacher capacity — and easing the burden on coaches — in her piece in The Launch Pad. Among her insights are ways to share ideas and engage all of your professional network and colleagues into the process of improving and renewing learning. Also on The Launch Pad, Greg Jung shares a six-point blueprint for tech integration with the teacher in mind. 

As noted above, video is now a standard part of coaching and education in general. Coaches and educators looking to conduct useful video training and teaching, especially those running virtual events, seminars, and more, should be aware of these tips, also shared on The Launch Pad. And, if you’re interested in running top-notch virtual trainings, check out our post on the subject, and our virtual events-themed episode of our podcast, the Ed Tech Club. 

Giving Everyone Choice

Choice boards are a popular way to engage students by giving them a choice and a voice in their learning, making them active participants and creators. When it comes to providing educators with the right choice boards options, it’s all about finding the right tool for the job. 

To dig deeper into choice boards, check out this post that shares ways to provide flexible choice board options for teachers, or this post from Edthena on the power of choice boards.

Taking Control with Tech

Technology can provide powerful tools to engage, assess, and communicate with students, families, and colleagues. But using tech successfully also requires effective, proven strategies, and an understanding of teachers’ and students’ individual needs. 

In the Windy City Literacy blog, Liz Janusz outlines what we’ve learned regarding remote learning — a trend sure to stick around in ways large and small, regardless of how long the current COVID-19 pandemic lasts. 

Want to see a wide range of tools? Explore this list from InstrucionalCoaching.com, with links to a number of strategies, apps, and resources, and even self-care and wellness tips to help alleviate the stresses of remote learning and teaching. 

Looking for even more insights? Register for TCEA’s virtual Convention & Exposition, beginning February 1, 2021. Check out sessions just for professionals like you here, and don’t forget to register here!

 More from TechNotes

Photo by Christina Morillo from Pexels

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uncomfortably
Educational Trends

Becoming Comfortable Thinking Uncomfortably

by Lori Gracey
written by Lori Gracey

I’ve read a lot of blogs lately that have tried to predict when we will “get back to normal.” The authors are all well-intentioned individuals who are trying to provide some assurance that the world will eventually go back as it was once we overcome the coronavirus and we can all continue doing whatever we were doing before. And while that may be true, I hope that it’s not.

Now, don’t grab your pitchforks and come after me until I have a chance to explain. I, too, will be thrilled to welcome the day when no one else gets sick from COVID-19, when we can feel free to shake hands or hug or kiss a friend, when we can burn our masks and let down our guards. But when that joyful day does arrive, I hope that we don’t abandon some of the amazing things that we have been forced to embrace since March 2020 and that we don’t “go back to the way things were” completely.

Where We Uncomfortably Are Right Now

Right now, teachers are absolutely exhausted, both physically and emotionally, from the constantly growing workload from teaching today. Yes, parents have had to become part-time teachers while still doing their full-time jobs. Yes, many students have struggled to learn in a situation that they were not familiar with and for which they did not have the bandwidth, equipment, resources, or skills. All of these things and so many more have contributed to the uncomfortable feeling we are all experiencing.

We feel overwhelmed. We feel depressed and anxious. We spend a lot of time worrying and thinking about the problems we are all facing. It’s a very uncomfortable time.

What Should We Keep from the COVID-19 Time?

But that very same uncomfortable feeling has helped us to craft some amazing solutions and new things to try. Since schools had to move to remote learning at the drop of a virus, we have all had to shift our “normal” way of doing things and try new things, thus causing many of us to be uncomfortable. And while that is never a pleasant feeling, it is one that can cause tremendous personal growth. It is the things we have been forced to learn during COVID-19 that we absolutely must keep once this whole mess is over.

Educators have learned that technology, when used appropriately, can give back a little time to a busy teacher. It can offer students choice and voice in the classroom, regardless of where that class is located. It can empower individuals to take on leadership roles they may not have ever tried before. And it can help those in need to learn and retain more.

Families have learned to come together, to do more things together, to spend more true quality time together. Teachers who were afraid of technology have had to embrace virtual teaching while still building those critical relationships with students. And educators who were already using technology to teach with have had the chance to improve their ed tech skills. Administrators who were focused on performance reviews and test scores have had to shift their focus slightly to be more on supporting their students and teachers through the difficult time. We have all had to grow. Those uncomfortable feelings have, over time, become more comfortable for us as we learned new ways of doing things and opened our minds to new possibilities, and I think that’s a good thing.

And, perhaps most importantly, we have all learned to be more grateful. Before the coronavirus, many of us took our amazing lives for granted. Going out to a meal with friends, visiting with older relatives, holding hands with small children, all of those were just things that we did. But now we know how very precious those experiences are. Taking off on a vacation, visiting a sick friend in the hospital or nursing home, hugging a child as they left our classroom, all of these are essential parts of our lives that we must never again take for granted.

Other challenges will come along in our lives, although hopefully nothing as devastating as this has been. If we are more comfortable thinking uncomfortably, then the next disaster will not have such a strong negative influence on us and we will become, once again, better at finding and implementing new solutions and even more grateful for all that we have been blessed with.

I wish each of you the very best Thanksgiving holiday with time to truly be thankful for all that we have and to be hopeful for future time together.

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Leadership

Leadership in Times of Chaos

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

Maybe you, like me, have thought multiple times, “Oh, if we could just go back to the way things were before COVID-19.” Even that thought itself could end with an exclamation mark at times. But things have changed and continue to change. And, for many folks, this change may feel like chaos. Regardless of what aspect of life you consider, there seems to be some level of chaos. But is all chaos bad? It probably depends on how we define chaos and how we as leaders respond to it. 

A Quick Look at Chaos

Interesting to note, as I Google the word “chaos,” I’m given assistance from a variety of resources. One, interestingly enough, is from Google Books Ngram Viewer. This is a dangerous site for logophiles (lovers of words) in that you can easily spend an hour going down different rabbit holes exploring a string of words.

Nerdy? Yes. Fun? I think so … but I’ve been isolated for longer than I prefer. Anyway, from the 1910s forward, there is a general increase in the use of the word “chaos.” And, as of 1980 onward, the trend greatly increases. If you explore the word in other languages, you’ll find they all hold true to this increased use of the word.

So what does that mean for leaders? Or, a possibly better question, “What is one feasible, beneficial application that leaders can take away from this?”

Well, if you think about it, we had the Age of Mechanical Production that led into the Age of Science and Mass Production that led into the Digital Revolution that has led us to this Fourth Industrial Revolution. With each phase, I would imagine that there were folk who used the term “chaos” to describe the shift.

Though COVID-19 isn’t a technology breakthrough, it is causing us to rethink how we do pretty much everything. It’s spurning new innovation and even removing some bureaucracy that has probably slowed down innovation. As an optimist, I am inclined to think that education will have improvements because of this “chaos.” And you have the opportunity to help others through this chaotic time whether you have the title of leader, changemaker, influencer, maker, designer, entrepreneur, or no title at all. So here are some ideas to help you lead through chaos.

Be Calm

One of the things your team needs from you is for you to be calm. Nothing is worse than having one of the Three Stooges at the helm frantically giving instructions. Being calm doesn’t mean that you have all the answers, but it does mean that you are aware of the chaos and you choose to be methodical, ask questions, and make decisions based on sound thought. If you are calm, your team will find it easier to be calm. Even if you have to fake it, be calm. In order to do so, you may need to find someone that can be your anchor amidst the storm.

Help Your Team Process

Different people like to process events, changes, and anxieties in different ways. Some folks become very chatty and need to verbalize and hear themselves think aloud. Other folks prefer to observe and quietly think. And, unfortunately, some folks may feel paralyzed by the uncertainty of the times.

Hopefully you’ve studied your team before now to know how each one processes. Consider how you can provide a variety of ways for your team to process – either in a safe, group setting or individually. You may need to set norms during these times so that it doesn’t become a gripe session and spiral down. Encourage and practice empathy among your team.

Ask your HR department if an Employee Assistance Program (EAP) is available. According to the Office of Personnel Management, EAP is “a voluntary, work-based program that offers free and confidential assessments, short-term counseling, referrals, and follow-up services to employees who have personal and/or work-related problems.” Many districts provide some level of assistance. This may be a very relevant resource for particular employees who may need to process, but do it with a professional that isn’t a coworker or supervisor.

Be a Good Listener

Regardless of the makeup of your team, be sure to listen to them. Each one is communicating during this time of chaos…some are just easier to hear than others. Practice good listening skills – whether you are listening to the person who is over-the-top verbose or whether you are listening to your team member who is taciturn. It may help to parrot back what you believe they are saying in order for them to feel heard and for you to better understand them. Consider asking open ended questions.

And for some, you may need to clarify that if they want advice, it would be helpful if they start the conversation with something like, “I’d like to share something with you and get your advice.” Nothing says you are a poor listener more than giving unsolicited advice.

Create Small Wins and Celebrate Successes

Production and output may be different for your team right now compared to “normal” times. If so, consider how you can create small wins that your team can accomplish that work towards the larger goal. Are there new benchmarks you can identify or goals you can set which are appropriate for this time that will help your team focus on their job? You may need to involve your team in identifying those. Look for opportunities to celebrate successes, achievements, improvements, milestones, and minor accomplishments. 

Communicate Openly

As with any leadership role, there are things that you cannot tell your staff, but that doesn’t mean you cannot communicate openly. While it’s probably not the best idea to tell them, “I have no clue what we are doing,” you can let them know that leading through this time is different than anything you’ve done before and you are committed to the task at hand and the team’s well-being.

There may be times that you need to let them know what you don’t know; this isn’t to alarm them, but to let them know you are aware of the question and looking for answers. You may need to update an old-school technique of soliciting anonymous suggestions, questions, and concerns by creating an online form for your team to use. This allows them to submit what they are thinking and allows you to address it with the larger group. Chances are, if one person is concerned about something, then others may feel the same thing. Use it as a means for growth and community.

These are just a few suggestions and by no means an exhaustive list. We would like to hear what you would add to our list. It could be something you do with your team or staff to help in chaotic times or maybe something you’ve read and thought about using to help them.

Drop your idea in the comments and let us know.

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creativity
Good Teaching

Promoting Creativity in the Virtual Classroom

by Luke Smith, Guest Author
written by Luke Smith, Guest Author

For teachers and students alike, the advancements in technological tools and devices have helped pave the way for innovative creativity in the classroom. From Minecraft: Education Edition, which helps students learn how to code, to the Windows Ink program that can help compile student’s handwritten notes into a more organized collection.

Now, as the United States continues to battle against the COVID-19 pandemic, many schools have made the switch to virtual learning to reduce the spread of the disease. 

Learning as We Go

In the beginning, many schools and teachers were underprepared to move every lesson and school resource to an online platform, especially overnight. Students were also unprepared as many found themselves at home without a reliable internet connection or essential devices such as a laptop. 

After months of social distancing and stay-at-home orders, the next school year is now quickly approaching, and some are feeling a bit more prepared and familiar with their virtual classrooms. However, this new virtual learning environment does present the question: How can educators still encourage and promote creativity while working from a screen?

Try Switching Things Up

For educators unfamiliar with online teaching platforms, trying to juggle remote teaching duties along with everything else can be a real challenge. This kind of juggling tends to leave little room for spontaneity and can interrupt the creative flow of the entire class.

Consider for a moment what is lost when teaching virtually. For one, it’s much harder to pick up on students’ non-verbal communication and students can struggle with being active listeners while online. It can also be much more difficult to provide personalized help with tasks. This is where you’re likely seeing students become frustrated and defeated as a result of these disadvantages of virtual learning. Without in-person guidance and monitoring, some students might find themselves getting stuck or lost with the lessons and thus, coming to one dead end after another, failing to meet learning goals. 

Do It Often

To foster a better online experience, the University of Southern California (USC) suggests switching between tasks to promote creative thinking. Task-switching provides more freedom for students and can downplay particular weaknesses while building up their strengths. USC recommends setting hard-stops and working in short bursts. They also explain that switching between projects multiple times, instead of focusing on one thing, allows a fresh perspective and inspires more creativity.  

While task-switching certainly isn’t a new concept to most teachers, teaching online to such a degree is. At the start of the pandemic, teachers may have found that sticking to one task at a time was much simpler and easier to manage. Now that some time has passed and there have been more opportunities to learn about the ins and outs of your virtual classroom, it’s time to switch things up to get the creativity flowing once again. 

Encourage Better Habits Before and After Class

Towards the end of the last school year, you likely noticed students struggling to complete tasks, participate, and have creative input during discussions and projects. The newness of online learning had worn off, and it felt as though there was a fresh wave of bad news every day. This has certainly taken a toll on everyone, but especially on kids.

A lot of what happens in the classroom connects to what students are doing outside of class. In 2020, students have few outlets to help them recharge. There aren’t hallways filled with friends to chat with, bustling lunch rooms, gym classes to encourage physical activity, plays to star in, dances to get all dressed up for, and the list goes on. 

Remember to Reconnect with the Outdoors

All of the restrictions and stress kids are experiencing during the pandemic are going to reflect in their work and creativity. One way you can help combat this is by encouraging students to take regular breaks outside of their houses, away from screens. There are numerous scientifically-proven benefits of spending time outdoors, some of which include:

  • Improved Mental Health: Taking a walk, going for a hike, or riding a bike are all great ways to lower negative thinking, as well as reduce feelings of anxiety and improve your mood.
  • Higher-Quality Sleep: Educators and parents already know a lot of kids don’t get enough quality sleep. Now that many are trapped inside nearly all day long, sleep can be even more evasive. Getting outdoors and enjoying more physical activities can improve sleep quality, helping kids be more alert.
  • Enhanced Creativity: The great outdoors can be massively inspiring, increase cognitive functions, and rejuvenate the creative mind. 

Encourage students to venture out or create an assignment that involves spending time outside for a bit. Of course, always remind students of COVID-19 safety measures and to practice social distancing and to wear their face coverings. It seems simple, but with everything that’s happening within the world, it might be the only chance students have to take a break and reconnect with their environment. 

Conclusion

It might go without saying, but so far, this year has been extremely stressful. Whether you’re a teacher, student, or parent, these past several months have been mentally, emotionally, and physically exhausting. This is worth keeping in mind as you plan the next creative move in your classroom. 

As advancements in virtual learning continue to expand, educators might find themselves having to learn new tricks. There are unique challenges to face, both as students and as teachers. Promoting creativity in a virtual classroom is undoubtedly one of them. And with the right technology, tools, and motivation, teachers can help inspire students to overcome these unprecedented times and find their creative spark once more.

Photo by Tim Mossholder on Unsplash

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