Top 10 Feedback Trends from Possip Families in March

Amanda Richards, Possip’s Reporting Team Lead, analyzed data from our Pulse Checks! The results were able to provide you with the top 10 feedback trends from Possip families from our parent survey!

 

We wanted to share some trends we are seeing so far in the month of March. Possip has heard from over 14,750 unique family members through Possip Pulse Checks parent survey so far this month! As an average for the year, 69% of families stated they were happy with their school.

Top 10 Trends

What is top of mind for families this month?

1⃣ Covid Safety Measures

2⃣ Increased Teacher Communication

3⃣ Carline Logistics

4⃣ Curriculum Feedback

5⃣ Academic Support

6⃣ Bullying

7⃣ Student Safety and Fighting

8⃣ Student Discipline

9⃣ Extracurricular Activities

Cafeteria Feedback

Top 10 Trends Breakdown

#1: COVID safety measures 

There were opinions, questions, and feedback about current safety procedures and what will change in the future. The largest trend surrounded mask mandates–some wanted to keep the mask mandates and some wanted to drop the mask mandates. There were also questions about the current testing and vaccination protocols because families wanted more clarity. Read this blog on how schools can build confidence in COVID safety measures in their schools!

#2:  Increased teacher communication 

We heard families share a desire for more communication, weekly updates around curriculum and school events, and consistency in communication. In addition, a repeated trend from families was that they were not getting responses from teachers to their messages or calls. Read tips on how to improve teacher-parent communications here!

#3: Carline logistics

Better carline management from staff members, more control of the flow of traffic, and unsafe driving were all discussed from families. We also heard of ideas to improve the efficiency of carline, adding crossing guards to carline, increase the staffing at carline, and ensuring bus drivers don’t move into the carline. Here is a service we have seen schools start using to help with carline logistics!

#4: Curriculum feedback 

We heard families ask for more creativity and real world applications to the curriculum, along with more specials class options, and less emphasis on testing. We also heard a trend around families wanting to hear more about how topics are taught, the speed at which the curriculum moves, and the specific methods teachers are using during class.  

#5:  Academic support

There were request for more after school tutoring options, extra extension and remediation work to do at home, and information on what families can do to support students academically at home. Families also asked questions about information on where students can go on campus if they are struggling and want more support, along with questions about what they should be doing if their student is failing a class. 

#6: Bullying 

Families were sharing both specific and general concerns about students being bullied on campuses. In addition to concerns, we heard families want proactive cultural changes to decrease bullying and more discipline to decrease bullying. Check out some ways schools and parents can partner to prevent bullying here!

#7: Student safety and fighting 

Families are seeing an increase in violent and unsafe behaviors on campus, such as fighting, vape use, and the presence of drugs. We heard families requesting more campus security, an increase in adult supervision around campus, and more information regarding the consequences of fighting and unsafe behaviors. 

#8: Student Discipline 

Families shared feedback about stopping collective whole-class consequences, wanting higher standards for student behavior in class, and how student behavior is negatively impacting their child’s academic experience. We also heard questions about the current processes and behavior systems that schools have to support student behaviors. 

#9: Extracurricular activities 

Families want more clubs, sports, and extracurricular opportunities available for their students.  We heard questions about school funding towards clubs and the extracurricular opportunities available for students next year.

#10: Cafeteria feedback

There was feedback about having better quality food being served to students, enough food for all lunch periods, and keeping the food warm. Families also wanted to be able to see the correct lunch menus posted and for families to be able to come to campus and have lunch with students.

 

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To finish, we wanted to highlight two topics that didn’t make the Top 10, but were particularly interesting parent survey trends:

 

#1. Family Engagement

Comments and feedback about increasing family engagement were made frequently. Parents and family members want to be able to come back on campus, attend family events with the school community, and have more opportunities to volunteer. We also heard families wanting to create a PTO/PTA for schools that don’t currently have one. Overall, families want to feel more connected to the school and increase engagement. 

#2. Homework assignments

Families commented on the amount of homework (some wanted less and some wanted more), questions about how homework aligns with curriculum, and a better understanding of how credit is given for homework.

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What else are we reading?

• Top 10 Trends from Staff in February
• How to Help Students Navigate a Complex World
• Understanding what Social-Emotional Learning Is

If you have questions about these parent survey trends, how to resolve them in your school, or have feedback on our trends blog, please reach out to amanda@possip.com! 

 

The post Top 10 Feedback Trends from Possip Families in March appeared first on Possip | Parent Engagement Platform | School Feedback App.

Top 10 Feedback Trends from Possip Staff in February

Amanda Richards, Possip’s Reporting Team Lead, analyzed data from our Pulse Checks! The results were able to provide you with the top 10 feedback trends from Possip staff!

This past week, we received over 489 responses from staff members through Possip Pulse Checks! 56% of staff members were happy this week. 

Top 10 Trends

What is top of mind for teachers and school staff this week?

1⃣  Student Discipline and Student Behavior

2⃣  Teacher Workload

3⃣  Curriculum

4⃣  Teacher Morale

5⃣  Communication to Teachers

6⃣  School Schedule

7⃣  Facility-related Topics and Cleanliness

8⃣  Teacher Vacancies

9⃣  Teacher Duties/Responsibilities

  Mental Health Support

 

Top 10 Trends Breakdown

#1: Feedback on student discipline and student behavior.

Teachers are requesting more disciplinary support, and stricter consequences. Also, they want guidance on best practices for managing students with repeated disciplinary problems and consistent systems on campus to handle discipline situations. We also heard that teacher turnover and lack of consistent teachers in classrooms is increasing this need for improved behavior systems.

#2:  Comments about teacher workloads and feedback on supporting teachers with sustainability.

Our data shows that teachers don’t have the capacity to sub classes and meet all their IEP requirements for student success. It is also a struggle for teachers to handle behavior in larger classes, attend all the necessary meetings, and complete all the other teacher duties. We also heard that teachers are feeling under appreciated and need more time to get all their work done.

#3: Feedback on the curriculum content and class offerings.

Teachers shared that they don’t feel like their curriculum is matching end-of-year assessment. Or, that the curriculum is not effective, and doesn’t motivate students. Staff members also shared they want to start new course offerings and want more flexibility in changing their current curriculum.

#4: Feedback on improving teacher morale.

We heard that teachers feel their school needs to focus on being more positive, united, and share more positive feedback consistently. Teachers also want team-building activities and more joy factor in schools like spirit days.

#5: Comments about improving communication to teachers.

We heard teachers and staff members share a desire for more proactive weather closure communication.  Furthermore, they want better communication to new teachers on campus specifically. More generally, teachers want information being shared consistently, accurately, and a place to find all the communication in one streamlined location.

#6: Feedback on the school schedule.

Teachers are giving feedback on master schedule changes that are happening. Likewise, they want ideas to make student schedules more effective and requests to keep prep periods consistent during the school day.

#7: Comments about facility-related topics and cleanliness on campus.

Teachers and staff members are asking for the bathrooms to be cleaner, and more cleaning supplies in each classroom available. They also request functioning HVAC systems, specific feedback for custodians, and more space in the cafeteria for students.

#8: Feedback about teacher vacancies on campus.

Staff members are requesting to fill teacher and interventionist vacancies as soon as possible. We also heard teachers sharing ideas on how to fund new teacher positions. In addition, teachers are asking a lot of questions about staffing for next year and wanting a plan for the final months of school.

#9: Comments about decreasing teacher duties/responsibilities.

Teachers had questions about completing morning and afternoon duties, bus and carline duties. Similarly, they also had questions about recess duty, lunch duty, testing duties, and beyond. Teachers are sharing that they are feeling overwhelmed and not feeling valued because of too many additional responsibilities. They are worried that teachers will leave the profession from burnout.

#10: Requests for teacher mental health support and giving staff members additional support to work on their own mental health and support student mental health.

Teachers are asking for more trauma-informed instruction support, and requesting to put less pressure on test scores. They also want more time to have student check-ins and more focus on SEL curriculum. We also heard that teachers are struggling with their own mental health support and feel like they’re failing and can’t meet expectations. There were requests for staff community building to give them a positive outlet. Moreover, they want to take things off their plate, and have administrators check-in with teachers about how they are doing.

To finish, we wanted to highlight two topics that didn’t make the Top 10, but were particularly interesting staff feedback trends:

#11: Next School Year Information

Teachers and staff members are wanting more information on the next school year. We heard teachers wanting more communication on any master schedule changes. Additionally, they want more extracurricular and class offerings for students, and teacher placement for next year. We also heard a trend of teachers wanting district and school leaders to ask teachers for their input leading up to those decisions.

#12: Student academic support

We heard that teachers and staff members want more support in how to best help students academically. We heard teachers wanting information on how teachers can best prepare students. For example, they are asking for next year’s skills students will need to master, and also, they want time to collaborate with other grade levels to make sure all students get the support they need this school year. In addition, there were requests for more time with reading and math intervention daily and more PD on how to support catching up kids in all subjects. 

 

If you have questions about these top 10 feedback trends from Possip staff, how to resolve them in your school or have feedback on our trends blog, please reach out to amanda@possip.com!

Click here to learn more about how Possip generates trends through Parent and Partner feedback!

 

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Understanding National SEL Day

Savannah, a current Possip reporter and former educator, discusses understanding National SEL day, how it benefits students and adults, and how to implement SEL in schools.

SEL (Social Emotional Learning) Day is Friday, March 11th! It gives us a good chance to ask – why should parents or teachers care about “social emotional learning” and what is it?

Understanding National SEL day can be difficult. To begin, the words “social emotional learning” are a mouth full.  The big words can sometimes mask the heart of social emotional learning (SEL).  Simply, it is helping kids know, think, and engage with their feelings, emotions, and relationships.  This year’s theme is, “Finding Common Ground, Pursuing Common Good.” 

What is SEL?

More formally, social and emotional learning is the methodology and practice of learning how to recognize and process the human experience through emotion. Additionally, another important part of SEL is learning how to develop empathy for others. So, as our world is becoming more complex to navigate for students and adults alike, SEL grows in importance – for schools and families.

CASEL, the Collaborative for Academic, Social, and Emotional Learning, includes five pillars. These pillars are: 

• Self-awareness
• Self-management
• Responsible decision-making
• Relationship skills
• Social awareness. 

While SEL is important within the classroom, it’s equally important in schools, families, and communities as a whole.

Why does SEL matter?

SEL supports a student’s growth.  It also makes schools better, more fair and equitable says CASEL. When schools put communities and relationships first, education can center the people – students and families. Centering people compares to centering results or data. When we look at policies so all students are treated fairly, everyone wins. When curriculum and school lessons are meaningful and relevant, we help students think more deeply and be more self-aware. 

What does the research say?

According to CASEL: “Results from a landmark meta-analysis that looked across 213 studies involving more than 270,000 students found that:

• SEL interventions that address the five core competencies increased students’ academic performance by 11 percentile points. This is in comparison to students who did not participate.
• Students participating in SEL programs showed improved classroom behavior, and an increased ability to manage stress and depression. Also, they had better attitudes about themselves, others, and school.
• Other data showed the same findings. SEL programs that are well done are good for kids.

What does SEL look like in schools?

The good news about SEL is that there are so many ways to put it in action! However, students get the most out of it when it fits with other programs in school. Here are a few ways to put SEL in action in classrooms:

• Begin the day with a moment of mindfulness or a check-in.
• Hold regular class meetings or restorative circles.
• Model and support student group work.
• Discuss recent news, and create lessons around topics that allow students an opportunity for reflection.
• Build SEL vocabulary by teaching students phrases like “I feel” or “What I heard you say was” or “This makes me feel” or “Is this a good time to share this with you?” Or, “How can we learn from one another?” 
• Choose a space in your classroom where students can go when they need to recharge.
• Give opportunities for personal and reflective writing without a grade.
• Invest in an SEL curriculum.

Truthfully, you’re most likely already engaging in SEL activities in your own classrooms, schools, and communities! 

This March, consider using a tool like Possip to promote SEL by engaging with your school community to make sure everyone’s voices are heard. Or, try to implement just one of the suggestions listed above. If your school already actively uses SEL, consider promoting it through your social media to spread awareness!

Our world is a complex place as it is. For this reason, SEL allows students to better understand themselves, empathize with others, and communicate their experiences. 

Click here to learn more about how Possip help’s improve the education of students everyday!

 

The post Understanding National SEL Day appeared first on Possip | Parent Engagement Platform | School Feedback App.

How to Help Students Navigate a Complex World

Savannah, a current Possip reporter and former educator, discusses finding ways for teachers and parents to help their students and children navigate through a complex world.

 

Why it’s important to think about how to help students navigate a complex world?

 

The world our students are currently living in may feel very different from the one we grew up in. Over the last few years, students have had to navigate school in the greater context of a global pandemic. Additionally, students have access to handheld computers. Our world is becoming more digital. Endless amounts of information is available at their fingertips in a way many of us did not have access to. 

And yet, much of the education system remains the same despite our quickly changing world. Simultaneously, our curriculum is both evolving to mirror the identities and needs of our students – and in social and political battles making it hard to visit the history – or future. Digital learning and technology is increasingly incorporated into everyday learning at all levels. 

While it might not always feel like it, the reality is that we each have something to contribute.

Students are living in a world that adults have not experienced.  At the same time, we’ve lived before and some of what we have learned and seen helps us help them.  So we should lean into our distinct expertise. Here are a few tips and ideas to help students navigate a complex world.

 

Be Patient

The urgency of inputs from the media pushes students to think they should be able to instantly solve problems. When students open their phones, tablets, and computers, they are inundated with overt and subconscious messaging. When they have a question, Google, Siri, or Alexa can answer it almost instantly. 

This is unique to their generation. In the past, nothing was instantaneous. You had to wait for food, weight loss, even phone calls. So we knew that change took a while. Now, because so much can happen so quickly, we may think change happens just as quickly. As we’re increasingly reminded, that’s just not true. 

This begs the question, how do we teach our students to be patient and persevere? 

We model it, provide historical examples, and experience it with them.

 

It’s Okay to be Selifsh-ish.  

Again thanks to social media we have an upfront view to everyone’s pain and needs.  That can be overwhelming and it can feel selfish to focus on where you are and what you need.  But as an emerging adult, figuring out your own life, needs and wants can be hard enough.  It’s okay to ignore the needs and wants of the thousands of people you now have access to thanks to social media.

Practice this with students by creating intentional weekly space for their wants and needs through a community circle or weekly check-in.

 

Simplify and Focus  

Once again, due to the pace and connectivity of the world, we have a TON of inputs. They come through text, social media, our phones, or computers. It’s overwhelming.  We need to simplify and focus. Ask yourself: What matters most to me and my family? What steps do I need to take to achieve my ideal goals?

In Glennon Doyle’s podcast, We Can Do Hard Things, she says, “once the clamor of consensus is gone, you can come to your senses.” When we are so used to polling our community for advice and are overly bombarded by messages, it can feel overwhelming. We need to actively teach our students to drop into our bodies. 

 

Model, Share, and Empathize

By modeling digital citizenship and self-care for our students, this is something we can practice together. Here is an example I often shared with my high school students in an attempt to empathize with their experience: 

When I was in college, I would spend hours in the library losing myself in a book. But now, it’s difficult for me to get through a chapter without thinking about opening my phone or computer. Social media wasn’t introduced into my world until later in college. I cannot imagine how difficult it is for our students to create their own boundaries related to technology, social media, and connection.

This also makes me think about one student in particular. He was in my AP Literature class during the time, but I had taught him for multiple years. One day during a passing period he wandered into my classroom and asked for advice. He shared that after school, he found himself watching YouTube for hours on end. This student was unable to concentrate on school work. He didn’t know how to stop. 

We must acknowledge the world our students live in and empathize with their experiences in order to help them navigate the complexities of it.

 

Tools for Navigating a Complex World

Now that we’ve clarified the importance of navigating a complex world, here are a few tools to consider using with students:

• Teach critical thinking and foster curiosity within students, and create opportunities for students to use practiced skills to grapple with everyday complexities.
• Create opportunities to share meaningfully in community with one another.
• Create a digital board, like a Padlet for example, where students can share interesting articles, photos, or posts that feel relevant. Take 15 minutes a week to process it together.
• Model and practice self-care with students through mindfulness, breathing exercises, or meditation.
• Give your child or students- and their parents or teachers – tactical tools and ideas for living in a digital world.  Here is one example from Healthy Children.

It can feel difficult to navigate a complex world, even for ourselves! As educators, leaders, parents, and community members, we must practice this with our students too. Remember, we all have something to contribute!

 

Click here for more tips and tricks on how you can improve the education of your students or children through Possip!

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Top 10 Feedback Trends from Possip Families in February

Amanda Richards, Possip’s Reporting Team Lead, analyzed data from our Pulse Checks to provide you with the top 10 feedback trends from Possip families in February! Read more to see how Possip is analyzing family needs and praises across the country!

During the last month, Possip has heard from over 22,000 unique family members through Possip Pulse Checks! As an average for the year, 73% of families stated they were happy with their school. What is top of mind for families right now? We were able to create a list of the top 10 feedback trends from Possip families!

What is on the Minds of Families this Month?

1⃣ Covid Safety Measures

2⃣ Curriculum Feedback

3⃣ Teacher Communication

4⃣ Academic Support

5⃣ Communication Regarding COVID

6⃣ Transportation

7⃣ Virtual Learning

8⃣ Activities for Students

9⃣ Bullying

School Schedule

 

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Top 10 Feedback Trends Breakdown 

 

#1: COVID safety measures were the number one feedback topic discussed in Possip Pulse Checks this past month.

Family members shared feedback, opinions, and questions about COVID safety procedures and the future of safety measures. The most significant trending topic was the presence of masks and if mask mandates would be changed or updated. However, there is still a wide variety of opinions, feelings, and desires in terms of COVID safety measures from families. Other trending topics included student testing protocols, vaccination mandates, clarity on quarantine protocols, and questions about PPE availability for students. 

#2: The second trend from families this past month was curriculum feedback.

Families want more challenging work and shared feedback about specific class assignments and instructional methods. Families also discussed having fewer computer-based or phone-based assignments. They want more physical textbooks being used, and increasing student engagement in learning activities. Also, there were requests for more field trips, group projects, and specials class options. Families are asking that classes that were discontinued due to safety concerns, like band and choir, should be reinstated. 

#3:  Families also shared that they want increased teacher communication and more communication in general from the school this past week.

Families want consistent responses to messages and calls. They want more communication, and up-to-date information on procedures, protocols, and website information. 

#4: Academic support for students was another top trend this month.

Major trends in this category were more one-on-one support for students in specific classes. They also wanted increased school wide tutoring options, and academic help for students who are returning from quarantine or sick absences. 

 #5: Improving communication regarding COVID protocols and safety measures was mentioned frequently.

Families want more updates on the number of positive cases at the school, increased contact tracing efforts, and information on what needs to happen when students return post-COVID. They also want consistent handling of each COVID case on campus. In general, families want more clear and transparent information from leaders around COVID safety and decision-making around COVID topics.

#6: Families also discussed transportation needs and carline logistics.

There were trends in comments about speeding and safety during carline. Also, there were requests for traffic guards during dismissal and arrival, and more organized processes with clear expectations for parents during carline. Families who have students that take the bus are sharing feedback about buses not arriving or being late, but not receiving any communication from the school or bus company regarding delays. 

#7: Requests for and feedback on virtual learning were a trend this past month.

Families shared feedback about wanting to go fully virtual due to increased cases, requests for allowing optional virtual learning for students, and virtual options for high-risk students specifically. There were also many families that shared appreciation for staying in-person and continuing to offer the full in-person school. 

#8: Families are talking about activity options for students.

Families are looking for ways their students can have a chance to socialize, requesting more clubs and programs that students can be a part of, activity options for virtual students, and just generally more time to be with friends informally. Parents and families are hoping to find ways that their students can build community. They want students feel involved in things they are passionate about during the week. 

#9: Bullying was another trending topic on the list.

Families are concerned about the bullying of their students. Additionally, they were sharing general concerns of bullying being present in the school community. Families are supporting strict rules and consequences for bullying and increased demand on this topic. 

#10: The school schedule was the number 10 most talked-about topic this month.

Shorter school hours were requested in order keep students engaged. Families want feedback on weather closure decisions, and for the school schedule to be adjusted when a school or district moves to remote learning.

 

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We like to start with a few noteworthy feedback trends that didn’t make the top ten trends, but we thought they were interesting to highlight: 

• Cafeteria feedback was almost in the top ten trends this past month. We heard a lot of feedback, ideas, and comments about improving the student lunch experience. Some trends were families asking for more meal options that students want to eat at school, and more time for students to eat lunch. Schools not having enough food to serve, and the cost of meals was also concerning.
• Families also had a lot of attendance questions. That came in #12 on our charts. Students were being marked tardy or absent incorrectly. There was also concern on receiving letters from the district about inaccurate absences, and not being able to get in touch with anyone to answer attendance questions. Lastly, there is difficulty getting absences updated post quarantine. Overall, families had feedback about the attendance organization and procedures on campus during this time. 

 

If you have questions about these 10 feedback trends from families, how to resolve them in your school, or have feedback on our trends blog, please reach out to amanda@possip.com!

Click Here to Learn More About How Possip can Generate Trends for Families, Schools, and Staff!

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How to Create An Inclusive Classroom Community

Savannah, a current Possip reporter and former educator, discusses finding ways to create an inclusive classroom community in your schools.

From holiday celebrations to daily interactions, you want an inclusive school and classroom community. We share some tips.

You want your students to feel seen and cared for.  One way to do that is to prepare in advance how to make all students feel included. As an educator, the day-to-day can be easily consuming.  We need to give ourselves space to step back and think about who our students are and what they value.

 

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Here are a few ways you can create a more inclusive environment for your students and community:

Inclusive Classroom Community Culture

Inclusive classrooms create inclusive schools. Kids should believe and feel they matter.  Celebrating students, culture, and diversity isn’t about muting differences. It is making each person feel comfortable celebrating their own culture and traditions

1.  Learn the identities that matter to students and who they are. With this knowledge, you’ll be able to plan in advance – from holidays to regular days- what their relationships and experiences are. Many teachers use getting to know you surveys at the beginning of the year. It’s never too late to learn about your students.

2. Use your subject as a connection for students. You can plan subject-related questions that will help your students share more about themselves with you. Consequently, with trust, they often will bring their own personalities in the classroom – whether you ask them to or not! 

3. Give opportunities for students to share without making assumptions. This is especially important during holidays and events.  We often unintentionally exclude students before we even invite them in. Partially this is because we assume their experiences are like ours. Alternately, we assume that every student has the same experience as the majority. These assumptions affect everything from holidays to assumptions about phones (e.g. assuming everyone celebrates Halloween or assuming every high schooler or middle schooler has a phone).

 

So be thoughtful about what you ask – and how.  Here are some ways you can ask more inclusive questions:

• Start with the general, big-picture – and go more specific as you get more information. For example, during the winter season, consider asking students what their favorite winter break activity is.  When a student says, I love spending time with my family you can ask Do you all have any traditions during this time?  
• Give an opener before asking the question.  For example, Typically in my classroom, we have students who celebrate different religious holidays and traditions.  
• Let students talk about someone they know first so the conversation doesn’t feel as vulnerable.  For example, Does anyone have a friend or family member who celebrates a different holiday than them?  Or Does anyone have a friend or family member with experience not celebrating something that lots of other people do?
• When you are making an assumption, consider what you can ask instead.  If you assume everyone has a phone, do a paper poll instead.  If you assume everyone eats pizza, create a way to ask.
• Presuming that there is a significant event happening in the world that impacts students or their families, take a quick moment to consider how you want to engage and acknowledge it. Also, find private ways to provide space and reassurance to students, and for students to process if possible.  If it is a controversial or charged topic, it is often very tricky to approach this whole class or school.  Find smaller more private ways – like a note, a general check-in, or a writing exercise where students are able to share based on their diverse experiences.  For example, a quick pulse check question to see how students are feeling after a specific event that is on paper can be a good way for you to identify where follow-up conversations might be useful.
  

 

Student Intake Form

Whether you are a teacher or administrator, you will want to have students fill out student intake forms with their families. In addition, you will want these forms to ask questions that allow the student to share who they are and what they value. A few sample questions include:

• What language does your family speak at home?
• Do you have any favorite family or holiday traditions throughout the year? If so, what does it look like to celebrate them?
• Do you work, or participate in any extracurricular activities?
• What is unique about your child (to a parent)?
• What is unique about your family (to a student)

Document this information in a sharable format if students have multiple teachers. So, teachers and administrators can use this information to make a student’s birthday or holiday calendar and send information home to students in their home languages. During passing periods, play a variety of music that represents your students’ cultures and infuses daily joy. Consider your students’ identities and celebrate accordingly. A few examples include: Black History Month, Spanish Heritage Month, or Asian Pacific Heritage Month. 

Student Leadership and Clubs

ERG’s, or Employee Resource Groups, are groups of people within any given organization who share a common identity. While these groups are growing more and more common in the workplace, they also have a place in education, especially at the high school level. That being the case, these groups should be supported by teachers, but student-led. They are safe spaces for students to lean into their identities, interests, and share their experiences with their peers.  These groups of students can decide if they want their club to be more insular – and a source of connection and support for them.  Or they can decide if they want it to be outward-facing and include sharing their experiences and cultures with their classmates during assemblies or homeroom.

Offering different types of clubs is important – even if your student body appears demographically similar. Sometimes even within schools with a seemingly more homogenous student body, students can feel out of place.  That is why having clubs and activities that speak to different student interests – art, chess, technology, academic decathlon, athletics, fashion, reading, community service, journalism, leadership – is so important. This gives students a way to see and be known.

Encourage students to find ways to be involved in their communities and practice leadership skills. For example, in Nashville, there is a non-profit organization called Awake that hosts a student advisory board each year. These young leaders have opportunities to share their idea of a just society and bring awareness to the current injustices in their own communities. 

Classroom or School Calendar

Create a school-wide or classroom holiday/celebration calendar that students can add to! For example, this can include individual events, like birthdays, and bigger events like any holidays or experiences students like to celebrate.  It could be fun to even add things like events they love to go to (concerts, sporting events). This small act shows students that their activities, experiences, and traditions matter.  They matter.

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You’ve Got This

Diverse schools and classrooms are a joy and a gift. To maximize the gift we have to create an environment – in our schools and classrooms – where our students can open up. Join us and create inclusive classroom communities!

Let us help bring your school communities together!

 

 

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Top 10 Staff Trends from Week Ending on January 28th

Amanda Richards, Possip’s Reporting Team Lead, analyzed data from our Pulse Checks to provide you with the top 10 staff trends from the beginning of this spring semester! Read more to see how Possip is analyzing teachers’ needs and praises across the country!

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This new semester is off to a busy and uncertain start with many schools facing an increase in COVID cases, weather delays or cancellations, and more. Possip is here to gather information from those who matter most, even during difficult times. Therefore, this month we wanted to spotlight our recent responses from staff (teachers, principals, and other school employees) with almost 1,000 responses through Possip Pulse Checks! 61% of staff members were happy this month. 

What is top of mind for teachers and school staff this week?

1⃣ COVID Safety Measures

2⃣ Teacher Workloads

3⃣ Professional Development Sessions and Teacher Training

4⃣ Virtual Learning

5⃣ Communication

6⃣ Teacher Duties and Requirements

7⃣ Teacher Vacancies

8⃣ Mental Health

9⃣ Student Attendance

Curriculum

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Top 10 Staff Trends Breakdown:

COVID Safety Measures:

Feedback around COVID safety measures and requests for different safety protocols on campuses. Specific changes that were asked for more concern for staff member safety like getting enough KN95 masks for staff members, extra cleaning protocols in classes after COVID exposures, more testing opportunities, and feedback on other safety measures. As a result of the increase in COVID cases around the country, this trend will most likely continue.

Teacher Workloads:

Feedback on teacher workloads and supporting staff members with having manageable amounts of work. With some schools transitioning to remote learning, staff members feel overwhelmed with creating online learning resources and materials. For school still in-person, teachers on campus are feeling overwhelmed with extra work being added on when other teachers are out or they are assigned extra duties such as cleaning procedures. Possip data shows that teachers are asking school leaders and districts to focus on manageable workloads for teachers. For example, when our partners implemented practices such as canceling non-essential meetings during planning periods, we saw an increase in praise comments. Therefore, this created extra time for teachers to complete their work. Check out some other ways that school administrators can increase teachers’ capacities here! 

Professional Development Sessions and Teacher Training:

Feedback around professional development sessions and teacher training. Teachers requested additional support and training when moving to remote learning, support with how to use new materials given to teachers during remote learning, and requests for more training on how to be successful during this time.

Virtual Learning:

Questions about the decision to move to virtual learning. If a school did move to remote learning temporarily, teachers are unsure of when they will return to in-person learning and want additional clarity on timelines and extension possibilities. Additionally, for schools that did not go remote, teachers are wondering what the conditions for moving to virtual learning are and request to go remote based on the increase of positive COVID cases in school communities.  

Communication:

Feedback around communication from school administration. Teachers want more transparency and specificity in communication, along with clear communication of expectations during this difficult time. 

Teacher Duties and Requirements:

Feedback around the increase of teacher duties and requirements during the school day. Teachers want to ensure their contract time is being followed. Additionally, they are advocating to have planning periods and not take on additional duties like subbing other classes. Check out this blog for more resources on planning periods! 

Teacher Vacancies:

Requests to fill teacher vacancies on campus and have a more specific protocol in place to cover classes without a teacher present. For example, we have partners who are advising district staff members to rotate in the classroom to support campuses. Along with creating internal school-specific protocols to follow when a class needs to be covered. 

Mental Health:

Requests for support with teacher mental health and finding ways to provide staff members with additional access to counselors, along with an overall prioritization of adult mental health. 

Student Attendance:

Teachers provided feedback regarding student attendance and focused more on getting students to be present in class. Similarly, teachers are asking for the district to have more specific policies in place because they want to increase student attendance at school and provide ideas to improve student attendance.

Curriculum:

Feedback on the curriculum being used during remote learning and request for additional resources for students at home. Similarly, teachers are asking questions about how the curriculum fits into standardized assessments and the ultimate goal of standardized tests during this time. 

 

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Gather Insights Into Your Staff Culture Here!

If you have questions about these trends, how to resolve them in your school or have feedback on our trends blog, please reach out to amanda@possip.com! 

The post Top 10 Staff Trends from Week Ending on January 28th appeared first on Possip | Parent Engagement Platform | School Feedback App.