COVID-19 was tough on schools, calling for swift shifts in teaching and learning practices to support virtual learning environments and a host of new pedagogical demands. The changes altered the educational landscape, inspiring educators to embrace new instructional methods and carry them over to their classrooms once they returned to normalcy.
Being a teacher during a pandemic may seem challenging enough without taking on potentially divisive political and social issues, but for three teachers who were recently named the Teacher of the Year in their states, working on equity issues with their students is a crucial part of the job and well worth the effort.
The disruptions and changes during the past year have made a return to the industrial education model of the 19th and 20th centuries problematic for school districts committed to preparing diverse students for 21st century careers. Instead, a more innovative and agile approach is needed to help today’s wide range of students recover from the pandemic and achieve more equitable outcomes.
It’s been a rough year, especially for students. Virtual and hybrid learning, schools opening and closing, struggles with technology and access, sickness and restrictions. Who wouldn’t be anxious, scared and out of sorts with this level of disruption?
About one in five kids will exhibit some type of severe social-emotional behavioral symptoms that would qualify for some level of support. And yet, very early since the pandemic began, there has been over a 20% increase of kids experiencing depression or anxiety after one month of lockdown with a disproportionate impact on students from minoritized populations.
According to the Oxford English Dictionary, blended learning is a style of education in which students learn via electronic and online media and traditional face-to-face teaching. As stated by Ann McMullan, Project Director for CoSN’s EmpowerED Superintendents Initiative, the world that we have been living in for over the last year or so looks very much like a combination of both.
We’re delighted to announce the release of our edFocus Industry Summit Report 2021: The Impact of COVID-19 on K-12 Education. The edFocus Summit, co-hosted by edWeb.net and Eduscape, provided an opportunity to listen firsthand to leading educators about how the industry can help schools find solutions to the unprecedented challenges created by the coronavirus. You can read the report and listen to the podcasts here. Julie Evans, CEO of Project… read more →
“How are the children?” That’s how Dr. Baron R. Davis, Superintendent of Richland School District Two (SC), starts every meeting. He isn’t just asking, though, if they are physically well. Like the traditional Maasai greeting, he’s asking if the people in his district are making the children their priority every day and making sure they are doing everything to take care of the children on every level.
Using data to determine the needs of economically disadvantaged students and make good decisions about them has helped one school district provide more equitable outcomes, meet the challenges of the COVID-19 pandemic, and increase opportunities for high school graduates to succeed in college and their careers.