E-Hints are short, easy-to-read posts that educators may find relevant to their school improvement processes. You might find an E-Hint on the latest research about a topic, a new approach to an instructional technique, or a “what works” tip from another school district. You are welcome to download E-Hints and share them with others within or outside your district.
Check out our recent E-Hints below!
Now this nation is besieged by the Coronavirus Pandemic, an event that is changing the nation in many ways. Especially schools and colleges. Ways of doing things in the past seem hopelessly mired down. The experience tells us much about ourselves and the institutions we revere. Parents who once accepted the value of standards and high stakes tests are now in homes with children struggling to learn via an internet platform or some other kind of virtual connection. They can see what their children are doing or not doing.
Client districts using CLI’s Instructional Planning Resource (IPR) can connect contingency planning to intentional forms of instruction. The IPR does not overcome the lack of personal computers, home-based internet availability, or willingness of parents to risk their children getting sick. But it does give structure to how teachers plan for variable instructional settings.
School boards, curriculum councils, teachers, and administrators are under more pressure than ever. Parents and school patrons demand solutions to nearly unsolvable problems. Most of which involve virtual learning, social distancing, and learning quality.
As I reflect on the past 25 years or so of working directly with school districts of various sizes, I debated my last topic for an E-Hint. A staff colleague asked, “In your work, what have been the most important things districts can do to change school culture through curriculum development, instructional planning, and local assessment development?” So, I created this list of actions that I feel lead to the most significant impact for districts.
The stressors of teaching kids in person, virtually, and often a combination of the two, are far beyond the many stressors that teachers have experienced. What has become abundantly clear, is that for today’s educators, the conditions and scenarios in which they are working, cannot sustain if we want to avoid mass burnout. Here are some ways to address this issue:
In this E-Hint, we present a series of questions to serve as a starting point for open dialogue between a school board and its district superintendent, curriculum director, and the staff at large. These challenging questions would also be appropriate for an administrative team to affirm or evaluate their current curriculum processes in this environment of students “attending school” in remote, hybrid, and in-person settings.
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