Archives for category: Creativity

Every Wednesday at 7:40 pm EST, the Network for Public Education has hosted a conversation about education. All the conversations are archived here.

In the first one, I discussed my new book SLAYING GOLIATH with Carol Burris.

In the second one, I talked to Pastor Charles Foster Johnson of Pastors for Texas Children about their fight against vouchers and for public schools.

In the third one, I asked Mercedes Schneider about her new book and her skill at investigative reporting.

In the fourth one, I discussed the effects of the pandemic on early childhood education with ECE experts Denisha Jones and Susan Ochshorn.

Carol Burris conducted a survey of teachers, parents, and principals on behalf of the Network for Public Education to learn about how this extended period of emergency remote learning is affecting them. The summary is reported in this article posted on Valerie Strauss’s Answer Sheet blog.

This period of emergency remote learning is taking an emotional toll on many.

Burris writes:

When I asked Bronx high school Principal Jeff Palladino to describe his day recently, he replied: “That is hard to do. I don’t know when it begins and when it ends.”

He starts his day, he said, by checking into Google Classroom to see if students turned in their work. “Many of our students live in crowded apartments with family members that are ill, so the only time it’s quiet enough for them to do their work is at night,” he said.

Jeff Palladino is the principal of Fannie Lou Hamer Freedom High School, located in the most impoverished congressional district in the United States. Sixty percent of Fannie Lou Hamer students are Latino, and 39 percent are black. Their parents are either workers declared essential or suffering from the worry of being laid off.

The Bronx community that the high school serves has been devastated by covid-19. “Since this began, our students are losing family members,” he said. “We lose two or three each week. We have lost an alumna. One of our students passed away, although we are not certain if the cause was covid-19. It is so hard because you cannot physically be there for them.” Palladino told me about a student whom they could not contact for two weeks. Both parents had the virus, and she was caring not only for them but for the rest of the family as well. Everyone was relieved when they got the message that she was okay and catching up on her work.

In a New York suburb in hard-hit Nassau County, South Side High School Principal John Murphy begins his workday at 7 a.m.

“The first thing we do is check-in with our at-risk kids — kids with emotional issues, health issues, kids who were at-risk before covid-19,” he said. “We call and make sure they are okay.”

His school has lost four parents to the disease to date. One teacher, who since has recovered, was hospitalized and on a ventilator.
School counselors follow up with students who are struggling, speaking with parents as well as kids.

Then Murphy moves on to supervising instruction by dropping in on online classes, with parent and teacher concerns, trouble-shooting software issues, and attending district meetings. Work moves into night and weekends, as crises pop up.
Murphy has high-praise for his teachers, who themselves are struggling to do the best they can. “Teachers and students miss each other desperately,” he said.

Meanwhile, Arthur Goldstein teaches his Francis Lewis High School students from his home on Long Island. His students are all beginning English Language learners. Some hide behind avatars in his virtual classroom. He worries about what is happening in their homes, which are often tiny apartments in Queens, New York, where covid-19 has taken a staggering toll.

In the Midwest, Fort Wayne elementary school teacher Eileen Doherty struggles to teach her inner-city students. She is dismayed by the differences between what her own children who attend a suburban school have when compared with those she teaches.

One mom explained to her why schoolwork was not her first priority: “I am just trying to feed my children.”

Between April 8 to April 13, 2020, the Network for Public Education surveyed teachers and educators across the United States to find out how they were responding to and coping with the emergency closing of school buildings due to covid-19. The survey was distributed to our mailing list of 350,000, shared online via social media, and then subsequently shared by teacher, administrator, and family groups.

Here’s who responded: 7,249 public school teachers, 5,536 public school parents, and 354 public school administrators responded.

About half of the educator respondents reported that their own children are remotely learning, therefore it is possible that approximately half of the parent respondents are educators themselves.

Responses came from every state.
In the educator surveys, urban, suburban, small city and rural districts were represented in proportions similar to the United States at large.

Suburban parents were over-represented in the parent survey; however, 33 percent of respondents lived in urban centers or small cities. A majority of teachers (56 percent) taught in schools in which over half of the students received free or reduced-price lunch. Thirty percent taught in schools where the proportion of low socio-economic status students exceeded 80 percent.

In addition to the surveys, we conducted nine in-depth interviews with educators and parents from around the country to gain insights into emergency remote learning during the covid-19 pandemic.

What follows is an account of what we found. You can find all three surveys and their results here.

A tough adjustment 

Only 19 percent of teachers reported having completely adjusted; over 50 percent said their adjustment was difficult, and nearly 31 percent were, at the time of their response to the survey, still struggling to adjust. While 41 percent of parents reported that their child had adjusted and was able to complete assignments, 22 percent reported that their child was still struggling to adjust.

Emily Sawyer is the mother of five in Austin, Texas. Each of her children has reacted differently; each has his or her own adjustment challenges. Ironically, the child she worries about the most is her son who has transitioned the best. “He is the one who needs the most socialization that physical school attendance provides.” She worries about his transition back to his brick and mortar school.

The difficulty of managing multiple children in a remote learning environment was echoed by Khanh-Lien Banko, who has four children in public schools in Alachua County, Florida. Both she and her husband are juggling to keep their children on task, while working remotely from home.
“We all have our devices in our home; however, it is still very, very difficult. Distance learning for middle-schoolers is probably the worst possible choice,” she said with a laugh.

The emotional toll 

Over 80 percent of parents reported that their child misses his/her classmates, and over 60 percent reported they miss their teacher. Fifty-eight percent of parents told us their child misses sports and extracurricular activities, and 39 percent said he or she regularly expresses feelings of loneliness. Almost 10 percent — 9.5 percent — said their child prefers remote learning to classroom learning. Reactions were generally consistent across grade levels.

Teachers and administrators were asked to select adjectives that described how they were feeling regarding distance instruction. Both administrators (43 percent) and teachers (57 percent) most frequently chose “overwhelmed.” Large shares of both groups also chose “anxious” and “struggling.”
While 37.5 percent of administrators felt supported, only 29 percent of teachers chose that adjective as a descriptor. Eight percent of teachers and 11 percent of administrators were “enthusiastic” about distance learning.
For some children, attending school at home, coupled with the uncertainty about when they will return, has been traumatic.

Khanh-Lien Banko’s youngest son “somehow got it in his head that he was going back in two weeks.”
”When he found out he was not, he was heartbroken., she said. “All of our children are grieving and miss going to school.”

New York City teacher Gary Rubinstein told me his son “has wonderful teachers who create a social, highly interactive classroom in which he thrives.” Absent the support provided by teachers and friends, his young son is struggling both academically and emotionally.

Superintendent Joe Roy of Bethlehem, Pennsylvania, said he is proud of his teachers who are providing instruction; still, remote learning cannot begin to replace all of the socio-emotional benefits that learning with others offers.

He is acutely aware of the stress his families are going through as well. One father, a truck driver whose wife is a nurse, called to talk about how overwhelming it is as his family tries to balance work, health, and his children’s schoolwork. Roy’s message to his community is simple and straightforward: “Compassion before curriculum; grace before grades.” Roy uses self-produced videos to reassure his community, provide emotional support, and keep them informed.

Face-to-face contact, virtually

Sixty-four percent of teachers told us that they video-conference with their students at least once a week — 38 percent conference with students several times a week.

Conferencing rates were relatively stable across school type with one exception—rural teachers were less likely to video conference (60 percent) than colleagues in city and suburban centers.

Although everyone we interviewed highly valued visual contact via technology, there were concerns regarding privacy issues, especially in the context of streamed classroom instruction.

“Kids are used to saying whatever they want, whenever they want on social media, and there is a fear, especially among students who have been bullied, that harassment will take place in online classrooms — including harassment that can be recorded and then shared,” said Principal Murphy.
Incidences of classrooms being “crashed” by non-students, other family members being seen on camera, and even an instance when a parent recorded and critiqued a lesson, have been posted on administrator email lists, giving schools pause when it comes to the use of live, online lessons.

Online live classroom management can also be more difficult. Goldstein, the teacher on Long Island, lamented that he could not control student behavior online the way he can in his classroom, in which he can cajole reluctant learners to participate.
“When they hide behind avatars it is difficult to see if they are engaged or lying in bed during class,” he said. “But I have to respect their privacy, so I feel I have no right to tell them to come out from behind the avatar.”

Dual roles for teachers

Rubinstein teaches mathematics at New York City’s elite Stuyvesant High School. At the same time, he is taking care of two school-age children, one of whom has a learning disability.
Being isolated has taken a toll on his son, and hours of effort are required to help him do his work. He walked me through his exhausting daily schedule, explaining how he divides his time supporting his children and teaching his students. Rubinstein said he carefully crafts videos that students can watch on demand, posts assignments, and teaches a live class every day.

According to our survey, 76 percent of teachers work a minimum of five hours a day, with 20 percent logging in more than nine hours a day. Eighty-eight percent of administrators were working five or more hours a day, with more than 32 percent exceeding a nine-hour work day.

Half of all teacher and administrator respondents have school-age children at home.

The tools and online platforms that teachers and schools are using vary. Seventy-two percent of all teachers email students. Sixty-four percent use Google Classroom, and 32 percent use Google Meet to create classroom groups. Zoom, which has been hit with privacy and intrusion concerns, is also a frequently used platform for conferencing and instruction (40 percent).

Whatever the platform, the delivery of instruction is challenging, educators say.

Murphy of South Side High School quickly learned that trying to keep up the pace of the in-school curriculum is an impossibility. “Learning a topic takes twice as long online.”
Teachers and students were burning out. “I finally had to tell them to slow down,” he said.
Not only were his teachers and students overloading, so were the online platforms they were using. “Once schools on the West Coast came online, everything would slow to a crawl. Students became frustrated as they futilely attempted to submit their work,” he said.

Because Fannie Lou Hamer Freedom High School is a performance-based assessment school, free from the regulations that demand adherence to the New York State Regents curriculum, the transition to remote instruction has been easier.

“Project-based learning is the centerpiece of our instruction,” Palladino said. “A test is not our endpoint, so our work in many ways has not changed. Teachers do not have to redo the curriculum.”
The school will have its cumulative portfolio conferences virtually.

“Our teachers have been able to do office hours, small group conferencing, and one-on-one conferencing to support student work. It is a good match for what we do.”
Still, Palladino said, online learning is not optimal or a long-term strategy for the school. “What keeps remote learning going for us are the relationships we built before the building closed,” he said.

Fannie Lou Hamer is a full-service community school, with an 11-year relationship with The Children’s Aid Society.

Relationships with community organizations that continue to support students, as well as strong advisory groups, have helped keep afloat instruction in a community devastated by covid-19.
Palladino said he also worries that his staff is overly concerned about students falling behind. “My teachers are entirely too hard on themselves. I have to tell them not to worry,” he said. ” We will figure all of this out.”

Connectivity and instruction

One of the greatest challenges for schools in implementing distance learning is providing access to both devices and connectivity.

According to our survey, only 35 percent of administrators believe that all of their students have their own laptop or a tablet. Sixty-four percent of administrators reported some device distribution to fill the technology gap. Sixteen percent indicated that they had distributed laptops or tablets to all students before the covid-19 crisis began.

Fannie Lou Hamer Freedom High School modified and distributed 300 Chromebooks from their school supply. When 30 students were unable to pick them up, Palladino drove into the Bronx and distributed the laptops from his car window, he said. The school also distributed hot spots.
“Without connectivity, the laptop is just a paperweight,” he said.

Students in Grades 8-12 in Bethlehem, Pennsylvania, had Chromebooks, but students in Grades K-7 did not. Roy loaned school-based laptops to families, with priority going to those who have no laptops at all.

In the Duarte Unified School District in California, where 78 percent of all students receive free or reduced-price lunch, middle and high school students already had a school-issued laptop, but elementary students did not.
Heather Messner, teacher and union president, said school-based laptops are being given out, and “hot-spots” are distributed to families without internet services. In addition, Duarte teachers create paper learning packets, which school principals copy and distribute at both food-distribution centers and schools, trying to leave no child without instruction.

In some places, devices and connectivity shortages are particularly severe.

Fort Wayne, Indiana teacher Eileen Doherty told us, “Some of my students wait for their mother to come home so that they can access her phone to do the work. About 20 percent of my students come to my class on Zoom each day, and it is not even the same 20 percent.”

Getting laptops to seniors who need them for credit recovery for graduation has been the first priority in Fort Wayne, she said.

Schools as centers of community

Nearly 95 percent of all school administrators reported that their school(s) were engaging in the distribution of food.

Roy runs eight support sites in Bethlehem, Pennsylvania — seven from his schools, and one in a low-income housing center. The sites distribute food at the rate of 3,000 meals a day to the families of public, charter, and parochial school students.

According to Florida parent and PTA advocate, Khanh-Lien Banko, the district’s food service is providing 20,000 meals a day at 76 locations.

Fannie Lou Hamer distributes “grab and go” breakfasts and lunches to any community member who walks through the door.

But schools are doing far more than just distributing food to the public. They are providing emotional support services as well as making connections between families and social services.
There is a worry about families who have slipped through the cracks.

Banko, who is a leader of the PTA in Florida and running for the school board in Alachua County, told us that despite outreach emails and phone calls, it has not been possible to contact every family. “School faculty and staff are now going door to door to check on kids and families in accordance with safety guidelines,” she said.

The first priority

Fifty-five percent of teachers and 59 percent of administrators believed that students are likely to fall academically behind. Parents are more optimistic — only 27 percent thought their child would lag academically, likely a reflection of the large share of teacher-parents who took the survey. Large proportions of all three surveyed groups believed that they could not come to a judgment regarding student progress at this time (34 percent of teachers, 30 of administrators of administrators, 29 percent of parents.)

In every interview, student academic performance came second to worry about the physical and emotional health of children.

Rubinstein said he worried about the health and safety of his predominantly Asian-American students, many of whom live in small, multi-generational apartments in Queens County of New York City. Not only are they living in one of the hardest-hit places in America, he told me, but they are also dealing with bias stemming from the origins of the disease.

Texas parent Emily Sawyer said she worried the most for the black and brown children of Austin, who had fewer resources and support than her five children. And the inability to physically see and support every child through the pandemic weighed deeply on everyone’s mind.

In an opinion piece in The Washington Post, Michael Petrilli, president of the Thomas B. Fordham Institute, a conservative non-profit think-tank, suggested that one solution to academic loss was to have large shares of students, especially those in Title I Schools, repeat their present grade. I asked interviewees what they thought of that idea.
All strongly disagreed, saying it was an ineffective and punitive measure.

Goldstein, on Long Island, said, “That is heartless and cruel to punish kids for something they can’t control. We are through 70 percent of the school year … That is saying to kids. ‘You came for nothing.’”
Goldstein and a team of teachers from his school proposed a grading policy for students that would “do no harm,” with teachers not assigning grades lower than the grade the student had achieved when the school building closed.

In states further south and west of the New York metropolitan area, schools were even closer to the end of the year. Fort Wayne teacher Doherty noted that most of April would have been devoted to prepping for and taking state-wide tests, with schools then closing in May.

Banko told us there was one upside to remote learning. Since state tests were canceled, the assignments students were being given were far more interesting than the usual spring test prep. “I am seeing more creativity and collaboration than I have seen in years,” she said.

Michael Hynes is the superintendent of schools in the Port Washington school district on Long Island in New York. He is one of the most creative, innovative, and unconventional thinkers in education today. His new book was just published, offering advice to school leaders and, frankly, to everyone, about what is most important in life.

Mike Hynes is my candidate for the next State Commissioner of Education in New York. He has fresh ideas, deep experience, and values the well-being of children more than test scores.

In this brief essay, he outlines what schools should do after the pandemic.

He writes:

Now is the time for our school leaders to generate a new compelling philosophy of education and an innovative architecture for a just and humane school system. We must refocus our energy on a foundation built on a sense of purpose, forging relationships and maximizing the potential and talents of all children. Let’s take advantage of the possibility that our nation’s attention can shift 180 degrees, from obsessing over test scores and accountability to an entirely different paradigm of physical, mental, and emotional well-being for students and staff.

It is our collective responsibility to foster engaging and meaningful environments when educating our children in the new era of a post pandemic education. As the great philosopher John Dewey stated over one hundred years ago, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” The first sentence in the 2018 World Bank Group’s Flagship Report- Learning: To Realize Education’s Promise states, “Schooling is not the same as learning.” I couldn’t agree more. The report continues to speak about that as a society, we must learn to realize education’s promise.

Now is this the time to revolutionize this antiquated system built on old structures and ideologies. I recommend we change the purpose of schooling to the following core values:

· Emphasize well-being. Make child and teacher well-being a top priority in all schools, as engines of learning and system efficiency.

· Upgrade testing and other assessments. Stop the standardized testing of children in grades 3-8, and “opt-up” to higher-quality assessments by classroom teachers. Eliminate the ranking and sorting of children based on standardized testing. Train students in self-assessment, and require only one comprehensive testing period to graduate from high school.

· Invest resources fairly. Fund schools equitably on the basis of need. Provide small class sizes.

· Boost learning through physical activity. Give children multiple outdoor free-play recess breaks throughout the school day to boost their well-being and performance. We observed schools in Finland that give children four 15-minute free-play breaks a day.

· Change the focus. Create an emotional atmosphere and physical environment of warmth, comfort and safety so that children are happy and eager to come to school. Teach not just basic skills, but also arts, crafts, music, civics, ethics, home economics and life skills.

· Make homework efficient. Reduce the homework load in elementary and middle schools to no more than 30 minutes per night, and make it responsibility-based rather than stress-based.

· Trust educators and children. Give them professional respect, creative freedom and autonomy, including the ability to experiment, take manageable risks and fail in the pursuit of success.

· Improve, expand and destigmatize vocational and technical education. Encourage more students to attend schools in which they can acquire valuable career/trade skills.

In short, if we learn anything at all from this pandemic, we should clearly recognize that we need our teachers more than ever before. It’s imperative that schools focus on a balanced approach to education, one that embraces physical, emotional, cognitive and social growth. We have an enormous amount of work to do, but our children deserve nothing less.

If you agree, please send his essay to every school board member you know and to anyone else who is interested in finding a new way to educate our children, one that develops their well-being and joy in learning, instead of subjecting them to an endless and useless series of standardized tests.

Andy Hargreaves recently retired from his position at Boston College, where he won international acclaim for his work supporting teachers and promoting excellence and equity in schooling. He has been a leader in researching and disseminating strategies for educational effectiveness.
In this article that was published on Valerie Strauss’s Answer Sheet blog in the Washington Post, Hargreaves offers sound advice to parents who are helping their children at home during the pandemic crisis.

He writes:

Educators are doing extraordinary things in the face of the coronavirus crisis. They are our invisible heroes, supporting health services and reinventing the way they provide education. They are achieving miracles in the most challenging circumstances.

I work with education ministers, secretaries of education and teacher-leaders around the globe (as president of the ARC Education Project), and in the continuous white-water world we are all navigating at the moment, it’s just not possible to see everything ourselves all at once, especially what’s ahead.

So here are 19 things for covid-19 that may have been overlooked by school districts and politicians in the rush to do the right thing by students and teachers.

Some will surely need to be revised as the crisis develops, and the list by no means covers everything. I’m in the white water, too, so please bear with me.

1. Don’t send parents heaps of worksheets.

Instead, encourage and support them to learn with what they have available — kitchens, gardens, paper, etc. Give them ideas on how to do this. The most important thing in the next two months is not keeping up, step-by-step, with a prescribed curriculum, but keeping kids engaged with learning and the idea of learning.

2. Treasure the fact that some kids are escaping from hours of test preparation each day.

This could be a chance to engage in wider learning, make up stories, memorize epic poems, sing karaoke with YouTube, make things, play outside, write letters (on paper) to grandparents, or friends they can’t have playdates or get-togethers with, etc. In other words, for these kids, this could now be a time for more learning, rather than less. They can try to learn a new skill — juggle, play a musical instrument, pick up a modern or classical language, knit, skip, bake, garden (including indoor plants), help parents hang pictures and fix things in the house. I’m at the end of two weeks of self-isolation, and I’ve just bought a set of clubs for juggling. Getting on to another level on a video game isn’t the best way for teenagers to occupy themselves. Starting another interest while they have time will not only occupy them now, it will impress their friends later.

3. Make covid-19 an opportunity for learning and not just an interruption of it.

Help parents to do science experiments with soap so kids can understand how it kills covid-19. Teach them all about germs. When you can make coronavirus an opportunity for learning and not just an obstruction to it, loads of work can be done in math with graphs, probabilities and equations of how it spreads under different conditions. Kids can study the history of polio, smallpox and the Spanish flu (including the fact that it started in Kansas).

Geography can examine the patterns of covid-19 spread and create hypotheses explaining those patterns. Social studies can look at the relationship between government anti-covid-19 measures and protecting the principles of democracy. Ethics and religion electives can consider the principles that should guide decisions about who should live or die, or get treatment first, when resources are scarce.

4. Distinguish between online learning and on-screen learning.

Online may sometimes be continuous on-screen interaction — a math game, or Minecraft, for example. But it could also be setting up an activity involving making collages from pasta, or models from mud, or doing origami, or constructing a robot from Lego. In fact, this is better viewed as distance learning. I started my university career at the Open University in England when it was the first distance learning institution in the world. We wrote materials by building in tasks and activities (think workbooks delivered to kids), and we also made TV programs on the BBC. (The BBC has now launched a whole new schedule specifically for kids in this crisis). Not all online learning is screen learning, and not all distance learning needs to be online.

5. Get materials to parents who don’t have them.

For some, this means digital tablets. But for many other families with few resources and no Internet connections, this could also mean pencils, coloring pens, Play-Doh, glue, paper, Scotch tape, books, magazines, etc. Some school districts are doing things like having teachers deliver materials in plastic boxes on families’ doorsteps, or having school bus drivers drop off stashes of materials instead.

6. Develop strategies for children who are just “above the line.”

These are children who are not vulnerable enough to have a formal special education identification, but are in the group just above. They are often most at risk as they are not explicitly targeted and don’t usually qualify for a lot of extra support. Such children may have parents who can’t or don’t read, parents whose first language is not English, separated parents in conflict, or families that live in cramped spaces with no room for outdoor play.

7. Concentrate teacher resources and time on children who need it most.

Many middle-class parents will be able to self-organize learning at home with some online help. As a middle-class grandparent for example, I can support my grandchildren and their parents with knowledge of where resources and platforms are, which ones are most relevant, and how to navigate them and make specific selections once they find the website. But many people don’t have this knowledge. So instead of always trying to do whole classes online, concentrate disproportionate amounts of teacher instructional time and support on smaller numbers of high-risk children who are struggling learners.

8. Target support for students with learning and emotional difficulties.

This can happen by teachers and special education resource teachers calling parents and students one-to-one, emailing, going through individual education plans, maintaining personal relationships by Skype or other platforms where possible (vital with vulnerable children), giving structured feedback on work done online (it can be handwritten, colored or constructed, then photographed on a smartphone and sent back where possible) to ensure these students don’t struggle more than they need to and don’t fall behind.

9. Think about how communications can be inclusive of all kinds of students and their families.

Canadian TV had an item on how parents are dealing with learning at home — the family was a mixed-race lesbian couple with a single child. Include students and student voice in communications on national TV — Norway, Canada and New Zealand have done this especially well. Don’t just pitch to the same median middle-class white students all the time. This is a time when our values come alive. Being inclusive in our communications isn’t just something we should do when things are going well and we have extra time, but it also should define how and to whom we communicate, all the time, unless it creates excessive delay regarding the urgency of the message itself.

10. Consider an early, phased start to the new school year.

Children will have had a long time away from classroom routines. Many will have forgotten how to line up, sit in a circle, listen to others and wait their turn. Some will have spent months in close quarters with parents and siblings plunged into poverty, hardship and stress. They will have had fewer learning supports than modal middle-class families. So, school may need to start a bit earlier in the calendar. Some “normal” professional development days may need to be sacrificed and the rest redirected to dealing practically with the issues of the vulnerable and the left behind. Students who are known to be more vulnerable (through contacts that teachers will have kept with families over the isolation period) may need to start school before the rest — as often happens when phasing in arrivals in kindergarten or junior-kindergarten. This will be hard on teachers, but for a few months they may need to be as turbocharged in their professional approach as health workers have had to be, because this will save a lot of disruption later on.

11. Promote positive family and friendship relationships

Part of being at school is feeling safe and being cared for. Socio-emotional learning is definitely looking like a need that’s fundamental right now; not an indulgent frill. The most important thing in stressed-out families, at this time, more than rushing through planned lessons, is making children feel loved, safe and reassured. So, communicate the importance of simply spending time with kids for part of the day, hugging them, talking and listening to them, enjoying some moments of silliness and laughter, and doing things together like cooking or reading. Remind parents and other caretakers about this on a regular basis. Help children communicate with their friends by writing them a postcard, Skyping or face-timing their grandparents and showing them what they’ve been doing, etc. Now, more than ever, kids, especially younger vulnerable kids with emotional or learning difficulties who are in stressed-out families, need to see and hear their teachers as part of their distance experience. Be empathetic about and supportive toward how parents themselves are feeling and about what they have to cope with, too. Understand they may be dealing with family illnesses, their own work demands, loss of income and other problems. Let them know it’s also okay to lower their standards a bit for their kids sometimes in terms of tidiness and other things.

12. Value play.

Play, especially outdoor play in the garden or the driveway (if families have them), is always a vital part of learning — a way to develop the imagination, engage in conversation, build relationships with others or work through anxieties. During nature study, for example, my grandchildren have named natural objects as their friends — like sticky and buddy — cute, of course, but also a possible sign they are missing their friends. Many education systems in the past few years have tended to play down “play” in favor of more work, test preparation and downloading serious study to younger and younger age groups. Older kids have also been spending more and more time indoors on their smartphones in a world where even before the crisis, that was already too much. This is actually an opportunity to reverse the cycle for some kids at least — to let them make up their own activities with perhaps just a few materials thrown their way, like balls of wool, or pebbles, or cardboard boxes, to get them started. Play can work for teenagers, too — singing online together, making up ridiculous skits, building things from junk around the house, and so on. More play, less work, might actually be a good direction to take in these unique circumstances.

13. Protect teacher well-being.

Teachers are under stress too. They’ll be worrying about how to prepare and deliver lessons at a distance. They’ll be anxious about those kids for whom home is not usually a safe haven. They’ll be uncertain sometimes about how much initiative they can take in communicating with homes and families without guidance from principals, school districts, governments and their unions, or without getting sued for failing to provide for every student equally. And this guidance may not always be clear or consistent. They’ll be working at full tilt but not always sure about the impact of what they are doing. They’ll be missing their kids and their colleagues. And many will be looking after kids of their own at home. Unlike health workers whose heroic efforts are publicly very visible, what they’re doing is less visible, and the public may start to wonder about and criticize what they’re actually (not) doing. So, supporting teachers now is critical — providing counseling to teachers who are stressed, anxious and depressed; ensuring there are virtual forums for teachers to collaborate — not just to plan and prepare but also to provide moral support; and communicating clearly, accessibly and transparently what it is that teachers are doing for parents and kids rather than disguising everything with bureaucratic edu-speak.

14. Underline the value of expertise.

This crisis has elevated the importance of expertise in the public imagination. After years when government has cast aspersions on professional expertise in favor of popular opinion and common sense, state and federal leaders are having public health professionals stand alongside them to explain and legitimize scientific expertise as a basis for decision-making. We need to ensure the same thing happens for teaching and learning. Many parents and other caretakers will do a heroic job with learning at home in the coming weeks and months. The task of teachers and leaders is to support and guide what parents are now doing based on the science and expertise of effective learning, and to communicate this when it is asked for and needed, clearly, without talking down to people. Teachers must be confident in their own professional expertise, share that collaboratively with other teachers to strengthen that confidence, and communicate it clearly to others.

15. Keep up collaborative professionalism

Working together collaboratively is always important and never more so than now. Try to ensure that time is built in for professional collaboration, department planning, learning teams and so on within the school. Also leverage networks of ideas and support across schools at this time, especially where those networks already exist. There will be a temptation to think there’s no time to collaborate with adults or engage in existing networks because everyone is too busy churning out stuff for their kids. The role of all kinds of leadership here is not to abandon networks and meetings but to ensure they are used to provide the best possible learning and caring at a distance for all students in these unprecedented circumstances.

16. Promote public professional leadership.

Many parents are unsure and unclear about so many issues concerning their children now. Will there be quality support, ideas and activities for them to help their children with? How long will this go on? Will their teenagers be able to graduate and get to college? Will their children fall behind in their reading, their mathematics and other areas? Many governments have provided excellent public communication about health and the economy, standing alongside experts in those fields as they do so. The same needs to happen in education — regular public announcements about education, and learning at home, and about what teachers are and will be doing. These announcements need to be made by state and federal leaders standing together with accredited education professionals from teacher unions, boards of professional standards, leadership organizations, and so on.

17. Applaud our educators.

Within a couple of weeks, after the initial scramble to get resources up and make connections with families, parents and the public will start to understand the many extra miles teachers have been going during lockdown — sometimes literally, door to door to give out and collect resources and paper — to keep their kids learning, engaged and well. Parents at home trying to fulfill their demanding job responsibilities while their kids run riot in the background will be figuring out pretty fast that online learning is often overrated, that it can’t keep the undivided attention of kids unable to self-regulate, or concentrate, and that those darned teachers go the extra mile all the time and deserve every cent they make — and then some. So by the time we hit May 1, the day the international community celebrates the value of people’s labor, let’s open our windows, and lean off our balconies, to give three cheers and three minutes of applause for all our teachers — in districts and charters, schools and colleges, public and private — for all the work they’ve been doing for all our students and their families.

18. Beware: perfect is the enemy of good.

One of my favorite books on school leadership is “Imperfect Leadership” by Steve Munby. Imperfect leadership, Munby says, is not the leadership of superheroes. It’s “messy leadership, trial and error leadership, butterflies in the stomach leadership.” It’s about stepping up to lead even when you feel completely out of your depth. It’s about being unafraid to admit you don’t know what to do sometimes. And it’s about being ever ready to ask for others’ help. In these times that are without parallel, imperfect leadership doesn’t and can’t wait until everything is perfectly mapped out, where all risks have been eliminated, and every student is guaranteed equal access to the same curriculum. Perfect is the enemy of good. Educators will make some mistakes right now. They won’t be perfect with everybody, all the time. But that is better than waiting for the perfect plan, holding off and doing nothing at all until it’s ready.

19. Let teachers take the lead.

In the early days of the pandemic, there has been a lot of unavoidable confusion about what kinds of online platforms and resources can be set up for all teachers to use in districts or entire state systems. This can be frustrating for teachers and for parents and kids, too. Let’s not show the worst face of school district and national bureaucracies. Let’s not have the teacher wait for the principal, and the principal for the state department, before anything gets done, in those outdated hierarchies of top-down control. Teachers need to be allowed to be the heroes of learning, like our health workers are being the heroes of combating infectious disease. Teachers are professionals. They know where they are in the curriculum. They know their kids, what point each of them is at, which ones have greater needs than others. So with just a few basic guidelines — keep kids learning and interested in learning, actively care for and support them, and communicate with them personally, individually and collectively, as often as possible — unleash teachers as professionals to use whatever platforms they can to get things started and get connected as fast as possible. And then give them ways to connect with each other as colleagues as they move forward together.

Don’t make teachers wait. Let them go, go, go.

On April 14, we lost a dear friend of this blog, of public education, of the Network for Public Education, and of me personally. Dr. Jonathan Lovell, emeritus professor of writing at San Jose State University in California died in his sleep.

Jonathan was the director of the San Jose Area Writing Project. He described himself this way on LinkedIn:

“I am a teacher of teachers, with a specific focus on the teaching of writing. My objective is to do what I do to the best of my abilities.”

He was a gifted writer as well, and I was delighted to post several of his works on this blog.

The best way to learn about his creativity and his wit is to read his work, which he usually illustrated.

Here are the posts that he sent to this blog and that I was proud to publish:

Jonathan Lovell honored me with his friendship. I will miss him.

The Getty Museum in Los Angeles invited the public to select a favorite work of art and recreate it in their home, using familiar objects.

The results are impressive.

The standards and testing cabal wants to preserve the status quo ante and double down on accountability and NCLB-style measures after the pandemic. The choice crowd wants to push their agendas subsidizing anything and everything while slashing public schools.

William Doyle and Pasi Sahlberg have a different vision. They want learning to be creative and joyful. They describe their ideas on Valerie Strauss’s “Answer Sheet” blog:

William Doyle and Pasi Sahlberg, public school fathers in New York City and Sydney, respectively, are co-authors of “Let the Children Play: How More Play Will Save our Schools and Help Children Thrive.”

The coronavirus crisis has shattered one of the most dysfunctional pillars of childhood education. On March 20, U.S. Education Secretary Betsy DeVos suspended the federal requirement for the mass standardized testing of children, announcing “Neither students nor teachers need to be focused on high-stakes tests during this difficult time.” Other countries, including England and Australia, are doing the same. These decisions should be made permanent, and the job of assessing learning should be returned to classroom teachers, not politicians and for-profit testing companies.

More than 1.5 billion young people around the world have been affected by school closures due to the covid-19 pandemic. Our own young children are among them. Like countless other parents, we now have to home-school, remotely work, and keep our families safe in an atmosphere of uncertainty about the future.

Some day, hopefully in the not-too distant future, our schools will open their doors again. When they do, we should give our children a much better education system. To do this, we should build our schools upon a foundation of what the American Academy of Pediatrics (AAP) calls “the ideal educational and developmental milieu for children”: play, in all of its forms.

The evidence is clear. A wide range of research indicates that intellectual and physical play confers a host of cognitive, social, emotional and health benefits. Play is the learning language of children, and pediatricians know it has the power to supercharge more conventional, and equally necessary, forms of academic instruction.

Over the last 20 years, politicians in the United States and elsewhere and have tried to improve public schools with policies based on the high-pressure standardized testing of children. Instead of improving learning, these policies have demoralized teachers and students, pushed out the arts, recess and learning through play, and wasted billions of dollars for marginal gains, by doing little to relieve the inequities, segregation and student disengagement that plague many of our schools.

In the United States, for example, recess in public schools is widely restricted, and even denied as a punishment for wiggling in class or late homework — despite the scientific evidence that physical activity improves behavior and academic performance. Before the school shutdowns, millions of American children were already spending their days in cruel, unnatural conditions of forced physical restraint in our public schools. According to one report, 30 percent of American kindergartners have no recess anymore, due to academic pressure on 4-, 5- and 6 -year-olds.

Now, well over a billion children will be almost totally cooped up indoors at home, perhaps for months to come.
“We have to assume that the incidence of PTSD and anxiety disorders as a function of what we are as a society going through, for both parents and children, is going to be huge,” pediatrician Michael Yogman told us. “ … We need to think about how are we going to help children recover from the trauma of this experience.”

According to Yogman, principal author of the American Academy of Pediatrics 2018 landmark report “The Power of Play,” a worst-case scenario would be for schools to say, “We missed four months of academic subjects and tests, so we’re going to compress it all into a month and catch up.” He considers this kind of thinking a terrible idea, since “it would just accentuate the stress children are already experiencing and undermine their capacity for productive learning.”

Representing the nation’s 67,000 children’s doctors, the American Academy of Pediatrics has declared that “the importance of playful learning for children cannot be overemphasized.” In fact, the doctors assert, “It could be argued that active play is so central to child development that it should be included in the very definition of childhood. Play offers more than cherished memories of growing up, it allows children to develop creativity and imagination while developing physical, cognitive and emotional strengths.”

In direct opposition to the prevailing wisdom of some American self-styled “education reformers” who have slashed recess and play in inner-city schools, the AAP has noted that for children in poverty, “play should be an integral component of school engagement.” According to the pediatricians, “the lifelong success of children is based on their ability to be creative and to apply the lessons learned from playing.”

Play is urgently relevant to the new education world that will emerge from the coronavirus pandemic. “Play can mitigate stress,” Dr. Yogman tells us. “The executive function skills that kids develop through play can promote resilience, and play can restore safe and nurturing relationships with parents, teachers and other children, which also promotes resilience. That’s got to be our goal when kids get back to school. At every level, in our schools, homes, and communities, our social structures have to acknowledge the magnitude of stress all families, especially those with young children will experience, and design programs that mitigate that, including lots of physical activity and play.”

In these times of uncertainty, pain and fear, play can be a big part of the cure. During this crisis, parents should resist the temptation to overstress their children with excessive, often screen-based “remote at-home learning” in an attempt to “not fall behind.” In this bizarre, tragic chapter in world history, children need parental attention and love, comfort, safety, nondigital play, healthy routines, songs, books, blocks, basic art supplies, and, whenever possible, physical activity, much more than they need academic pressure, graded assignments and excessive screen time. We recently asked our own children, age 8 and 12, what they think their own weekday study schedule at home should look like during the crisis. They sketched out time for learning, practice and rest, and also blocked out slots of time through the day for recess, play and physical activity breaks — just as pediatricians recommend. We should listen carefully to both children and their doctors, who together represent qualified experts on childhood.

In this health emergency, government leaders around the world are urgently seeking the advice of medical and scientific experts. They should do the same when it comes to education. When the covid-19 pandemic passes and the world opens up again, we should redesign our schools using the best expert evidence, just as we are doing in response to the global health pandemic. We should give our children schools that follow doctor’s orders, by giving them lots of physical activity and play to energize learning and boost health and happiness.
The mission of childhood education can no longer be the generation of standardized test data, but learning powered by the physical, mental and emotional health and well being of every child and every teacher.
Schools should be the favorite place of every child. It’s time we made them so.

The Rotterdam Symphony Orchestra performed Beethoven’s exhilarating “Ode to Joy,” a tribute to theh7man spirit, as each musician was isolated in his or her home.

The Toronto Symphony Orchestra responded by performing Aaron Copeland’s “Appalachian Spring” in their homes.

The website SlippedDisc posted both and invites viewers to vote.

Bottom line: creative artists are learning to collaborate while isolated, to share the gift of music with all of us.

I vote that we, each isolated, are the real winners!


When their performance was canceled due to the pandemic, the Chamber Singers at Chino Hills High School in California found another way to perform.

Watch this beautiful performance of “Over the Rainbow.”

This video was widely reposted and went viral.

Creativity! Hope! Persistence! Resilience!

This is one of the best articles I have ever read in Education Week. It is not an opinion piece. It is a news article by veteran journalist Stephen Sawchuk.

He begins:

This was the week that American schools across the country closed their doors.

It was the week that our public schools—often dismissed as mediocre, inequitable, or bureaucratic—showed just how much they mean to American society by their very absence.

The unprecedented shutdown public and private schools in dozens of states last week has illuminated one easily forgotten truism about schools: They are an absolute necessity for the functioning of civic culture, and even more fundamentally than that, daily life.

Schools are the centers of communities. They provide indispensible student-welfare services, like free meals, health care, and even dentistry. They care for children while parents work. And all those services do much to check the effects of America’s economically stratified systems of employment and health care on young students.

These insights came into focus last week as the nation’s governors, in the absence of a coherent message from federal officials, took charge and shuttered tens of thousands of American schools, affecting tens of millions of students, in an effort to curb the menacing spread of the new coronavirus,or COVID-19.

Education historians and researchers struggled to come up with a historical precedent to this brave new school-less world. The only certainty, they said, is that the long-term impacts for students will be severe, and most likely long lasting.

Student learning will suffer in general—and longstanding gaps in performance between advantaged and vulnerable students will widen, they predicted, a combination both of weakened instruction and the other social consequences of the pandemic.

With tax revenues in free fall, schools and other public services will suffer when they eventually re-open.

With annual testing wiped away, at least for this year, accountability hawks are weeping, but teachers and students can dream of schools that prioritize teaching, not testing.

Parents are finding out how difficult it is to teach, even when they are in charge of only one, two, or three children. They marvel that teachers can do what they do with classes of 25 or 30 children. And they long for a resumption of school. Students miss their friends, their teachers, their teams, the rhythm of daily life in school.

For a few brief weeks, maybe longer, Americans have been reminded of the importance of their community’s public schools and their professional teachers.