Join Possip CEO Shani Dowell, founder of Nashville Classical Charles Friedman and other special guests for an intimate conversation about the roles of power, trust, and relationships in educating kids.
The post Real Talk: Parents and Educators Talk Trust & Relationships in Schools appeared first on Possip | Parent Engagement Platform | School Feedback App.
Savannah Staley, Possip reporter and former AP English teacher, writes about communication with remote learners.
With our world feeling a little more “pre-pandemic” each day, the excitement to return back to the classroom is buzzing through school communities. However, as teachers, students, and parents alike anticipate the start of the 2021-2022 school year, we must remember to continue to prioritize all students, including our remote learners. Communication to and about our remote learners matters. These students also deserve equitable access to quality education.
COVID-19 dramatically impacted education, resulting in a truly unfortunate learning loss and social isolation for many. However, it is also true that the pandemic simultaneously opened our eyes to the future of education. It allowed us to understand the possibilities of remote instruction. Simultaneously, it asked us to consider how we are meeting the demands of a technologically-advanced society within our classrooms.
As we approach the 2021-2022 school year, it is inevitable that some of our students will remain virtual. We need to continue to prioritize these students. One way we can be intentional about this is through the way we choose to communicate with, and about them.
When students feel they authentically belong, they show up differently. Creating a classroom community, whether virtual or in person, impacts the way students learn and succeed. Therefore, creating and sustaining this community for our virtual students, will also positively impact all students! Here are a few ideas as to how to create this:
Regardless of how you choose to intentionally cultivate your community, be sure to share with students the norms and expectations of this community. Additionally, reiterate why it is so important.
Schools began to abruptly close during the Spring of 2020. As a result, teachers and school leaders were forced to rethink their curriculum. In turn, educators relied on a variety of platforms to support student learning. These platforms included: Schoology, Google Classroom, Nearpod, Flipgrid, just to name a few. While these platforms are extremely helpful, the lack of consistency across these platforms became more harmful than helpful for students. Many students were asked to juggle 2-3 platforms per class / teacher. Parents and families were then also asked to navigate a multitude of platforms in effort to support their students. The pandemic taught us many valuable lessons, and now we have an opportunity to do it differently.
Streamlining all communication for virtual learners makes it accessible and consistent. It’s best practice for teachers to use a common platform if possible. Teachers should then communicate how this platform will be used to both families and students. If possible, announcements and assignments should be posted at consistent times, and in as much advance as possible. Additionally, streamline due dates that are accompanied by clear expectations of where and how students should upload / submit assignments.
Try sharing a weekly or bi-weekly classroom newsletter to students and families with upcoming due dates and announcements. Or, post an outline of the learning unit on a common platform so students can see where they are and where they are going. If time permits, hold virtual check-ins with students to assess their progress and potentially needed support.
The unexpected nature of the pandemic demanded us to make significant changes immediately and with urgency, but now we have the time to slow down, and approach communication with virtual students with thoughtfulness, consistency, and intentionality.
Families are the MVP’s of virtual learning! Normalize communication with families of virtual students. Create a spreadsheet with virtual student’s family information, and document communication home. Or, invite families to student check-ins in order to make sure everyone is on the same page! Family communication may look differently depending on the student and grade-level, but it is always important!
Communication is not only the way we get our needs met, but it is also the way we share ourselves with others. When we prioritize communication with remote learners, we show them that they matter, and that we care about their experience. This school year, consider how you can prioritize communication with virtual learners within your school community in order to make it a more inclusive and equitable space for learners and families.
The post Communication with Remote Learners appeared first on Possip | Parent Engagement Platform | School Feedback App.
Savannah Staley, Possip reporter and former AP English teacher, writes about creating inclusive communities.
Many learning communities want to build inclusive communities of belonging. And in the midst of a pandemic, the word “community,” takes on a whole new meaning. Educators and school leaders alike are trying to meet this moment by prioritizing inclusive community in an innovative and authentic way.
Creating inclusive communities looks like considering the various needs and abilities of learners. It looks like providing them the necessary support so they can access rigorous, grade-level curriculum. Creating inclusive communities looks like considering the various languages, cultures, ethnicities, and races present within student, family, and staff communities. It looks like considering how our remote and in-person learners, and our vaccinated and unvaccinated students and families, are accessing equitable education.
Ultimately, creating inclusive communities requires a deep consideration of the identities present within our schools. We must get honest about how students and educators of various backgrounds experience our community differently. This work is hard. It doesn’t happen all at once. It requires courage, vulnerability, and authenticity from school leaders, staff, and students. And yet, it is worth it, because it will ultimately change the way students show up.
For instance, writer, activist, and thinker, Bell Hooks describes her idea of a “beloved community.” She says, “Beloved community is formed not by the eradication of difference but by its affirmation, by each of us claiming the identities and cultural legacies that shape who we are and how we live in the world.” As Bell Hooks so beautifully shares, community is not built on the idea that we are all the same, but the practice of celebrating and embracing our differences. This human-centered approach will truly change the ways in which we understand community.
While the desire to create an inclusive school community is important, it must be coupled with a thoughtful and intentional execution. Here are a few, non-exhaustive ways you might consider cultivating this community.
Conversations around inclusion, differentiated learning, and identity should not be limited to beginning of the year professional development. These types of conversations should be common within the teacher and staff community. To establish accountability, consider quarterly training with local activists, leaders, or groups that specialize in equity conversations and action plans. Additionally, read books such as Bell Hooks, Teaching Community: A Pedagogy of Hope, or We Want to do more than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom by Bettina Love.
Using a platform like Possip is an excellent way to gather family feedback. Regularly seek feedback from staff and students by providing climate/culture surveys, or weekly check-ins. This allows employees, students, and family members to authentically share their experiences. Above all, whenever possible, transparently share this feedback with your team and use it to inform decisions.
Consider groups of people within your learning community who could benefit from a specialized resource group, and make the groups a part of your culture. In addition, ask leaders to ensure diverse representation on key decisions. Encourage resource groups to share their ideas, initiatives, and conversations with your larger community. For example, to share out their impact, you could even spotlight Employee Resource Groups (ERG) in your weekly newsletter or staff email.
Is your student population accurately represented in the texts and voices included in your curriculum? Is instruction truly accessible for all learners? Consider spending time auditing your curriculum and instructional practices. Prioritize culturally relevant teaching and best instructional practices.
Spend time thinking about your own discipline and behavior models. Think about who’s comfort you are prioritizing within those existing practices. Consider the cultures of your student population. Encourage teachers who have strong relationships with students, or effective behavior management, to lead courageous discussions.
When we think about creating truly inclusive communities, we must focus on the lived experiences of our community members. In so many spaces, the idea of inclusivity exists, but it is not congruent with the experience itself. This is why we need to listen to those whose voices should be highlighted before we decide and act.
Bettina L. Love, author of Abolitionist Teaching and the Pursuit of Educational Freedom, states, “The struggle for educational freedom does not somehow vanish when you apply theory, but your barriers are no longer hiding in plain sight; now you have the language, understanding, and, hopefully, coconspirators not only to fight but also to demand what is needed to thrive.” As previously stated, inclusive community is not built all at once; it requires time and attention. However, slowing down enough to establish an authentic foundation, and getting really honest about where we are and where we want to go, will create trust within our communities.
This year, consider the ways in which you might create an inclusive community within your own school, and consider sharing your success with Possip! We love to hear your stories, and acknowledge that we too are learning with you.
The post Creating Inclusive Communities in Schools appeared first on Possip | Parent Engagement Platform | School Feedback App.
