Changing and Learning Together

Supporting Students to Lead Learning at a Distance

Prior to the shift to online learning, a lot of the work we were doing with our students was non-traditional. Students learned by doing projects of interest to them to keep them engaged in their learning. We strive to have students at the center of their own learning as the driving force in their education. Thus, to keep students engaged during distance learning, we emphasized strategies to support students in taking the lead and the teacher becoming a facilitator in a virtual space.
Our teachers are accustomed to asking our students “What are you working on?” and “This is what we need from you. How can you do this?” This takes place during one-on-one conversations. Each student also completes their Personalized Learning Plans. We have a framework that supports student-designed projects that are authentic to them. Students choose a topic of interest to them and then they are able to build a project around that topic. They work on their project and explore their topic with guidance from their advisors. Being a school that is designed around this approach gave us an advantage when moving to a 100% online platform where students and their families were active facilitators.

Ensuring Even More Communication and Distributing Leadership

During the transition to virtual learning, our school took extra care to ensure that we were communicating more regularly with students and their families—and with each other. As a leader, I focused on building distributive leadership with my staff. I worked to ensure that every member of my team felt that they were a part of and had access to the big important conversations regarding decision-making for the school. It’s important to me that my staff members feel that their voices have just as much say as mine does in defining our approach to this crisis. I found that my team was essential in contributing to the planning, as they understood that during this time we were all going to have to be available to each other and to the larger school community.

A One-to-One Technology Model to Support Student Needs and Interests

Our school has a one-to-one ratio around technology, meaning that every student has a laptop. Because of this, our students were familiar with videoconferencing and email. However, this technology had previously only been available to students while they were in the school building. Lack of technology at home was one of the first problems we set out to solve once we established safety and met other basic needs.
We connected with families to assess what technology resources they had or needed. And we had our advisors check in with students on their current workload and find out what students were interested in working on. We built the first four weeks of online learning around student connections and interests while we worked with district and community resources to acquire technology for our students. We worked to meet student needs around technology to support each student’s learning needs and interests.
At first, we created a spreadsheet of offerings made up of classes and projects for students. Students were able to pursue learning through these offerings based on their interests. These included advisories, content workshops, and music. As remote learning became more of a reality, we refined our offerings and created a Padlet to include physical activity, tutorials, mindfulness, etc. We provided links to Zoom sessions so that students and families could drop in to get what they needed for learning based on the students’ interest-driven choices. As time went by, we developed a Padlet link to assist our students with assessing the various learning opportunities. We found that this was easier for our students/families to navigate.
In addition, I met with all of our teachers and advisors to discuss how we would continue to provide services and support to our students with Individualized Education Programs (IEPs), 504 plans, and other needs. The EE (exceptional educator) co-teaches and ensures that students with IEPs are receiving the accommodations outlined in their IEP. We decided that our EE teacher would hold one-on-one meetings with students who receive exceptional education, while our counselors would hold meetings with those who have 504 plans or other SEL supports, along with their teachers and parents. The EE teacher also supported planning and participated in virtual classrooms to support exceptional students during instruction.

Learning and Growing Together at Warp Speed to Meet All Students’ Needs

Change can be very difficult, especially in education. Prior to our move to remote learning, our school community had been reluctant to embrace new strategies and ideas out of fear. I found myself moving slowly to implement new initiatives due to anticipated pushback from my school community. Since moving into this virtual environment where change is constantly happening, all the things we were hoping for and dreaming of are now happening at warp speed.
This time has driven us to try new things, such as personalizing student learning and eliminating unnecessary bureaucracy that hinders an equitable education for all students. We have seen what technology can do for students and the power of quality relationships between staff and students.
We are planning to bring these best practices to our face-to-face instruction when schools reopen, and we continue to discuss new ideas. For example, our teachers and advisors have raised the idea of moving all lessons to Schoology which would give students the opportunity to move at their own pace and allow for more individualized instruction.
To figure out what’s working for staff, students, and families during distance learning, I’ve begun to formulate a survey to help me better understand how this experience has affected each of them, and what they would like to see moving forward. I plan to ask about their experience with optional virtual school offerings, Schoology, and videoconferencing tools. I also plan on asking them to rate student participation and engagement during online learning, and give them space to ask open-ended questions around ways to improve teaching and learning in a remote distant environment. This survey will be a key source of data in planning for the future of our school as the leadership team starts developing a framework for next year.
Over two months into online learning, we see so much room for growth in the education we provide. I’m feeling very optimistic about being a school without walls and exploring new opportunities in this shift to virtual learning with our school community.