REMOTE LEARNING ERIC SHENINGER ON DIGITAL LEADERSHIP TODAY HYBRID LEARNING: TIMELY AND TIMELESS - SAANYS
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FALL/
WINTER
2020
Exploring
Educational
Leadership
A special edition in partnership with
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LEARNING
ERIC SHENINGER ON…
DIGITAL LEADERSHIP
TODAY
HYBRID LEARNING:
TIMELY AND TIMELESS
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Contents
Eric Sheninger on…
Digital Leadership | 3
COVERSTORY FALL/
WINTER
TODAY 2020 from practitioners
by Ellen Ullman
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VANGUARDCOVERSTORY
ERIC SHENINGER ON…
Digital Leadership
TODAY When it comes to leadership in a digital world, Eric Sheninger —
By Ellen Ullman author, innovator, speaker, and the award-winning former principal
at New Milford High School — has a lot to say. Currently serving as
an associate partner with the International Center for Leadership in
Education, Sheninger has worked with hundreds of schools and districts
on their digital transformation.
Vanguard recently spoke with Sheninger for insight into how school
leaders can support their teachers and communities as they navigate this
school year of hybrid and remote lessons.
3 www.saanys.org
VANGUARDCOVERSTORY
TIME MANAGEMENT through a teacher’s] lens to see
IS PARAMOUNT how time is being used and come Work with teachers to
up with strategies to free the teach-
“The biggest challenge I see ers.” incorporate voice, choice,
is that everyone is trying to use path, pace, and place to make
traditional methodologies in a EXPAND YOUR DEFINITION
remote environment, which doesn’t OF EQUITY digital learning relevant.
work,” says Sheninger. “Teachers
are working longer and harder When we hear the word equity, help teachers figure out how to use
than ever and many are becoming we tend to just think about technology Google Meet or Zoom breakout rooms
stressed to the point of breaking.” and internet access. Sheninger reminds so that the students in hybrid or remote
Sheninger goes on to offer some us that equity is about making sure classes can talk to each other. “We
advice. It is crucial to help teachers all students have what they need, have to up our game so that students
find ways to free up time, he says. when they need it, including non-tech gain the skills and competencies
Leaders need to work with their resources like food, emotional and they need, including collaboration
teachers to map out frameworks that academic support, feedback, and so and cooperative learning. It’s so
help them with this. Introducing a on. important.” Once we get them talking,
hybrid or flexible schedule — in which Are your students meeting the we then need to get them answering
students spend chunks of time remote outcomes you set forth? If not, you questions collaboratively and solving
and working independently — gives need to look at all of your supports problems to build competencies and
teachers the time to breathe, focus, and and resources, including digital, to master standards.
plan. Another idea is to have teachers make sure every learner gets what he Work with teachers to incorporate
dedicated to either the remote or face- or she needs. “Put systems in place voice, choice, path, pace, and place to
to-face students so they don’t have to that focus on improving outcomes for make digital learning relevant.
focus on both groups simultaneously. all students, whether it’s inclusion, • Voice: Whenever possible, let stu-
Going with a blended learning fairness, or making sure rigorous dents have a say during the learn-
strategy can also help teachers standards are laid out for everyone,” ing process. Some digital tools
get back planning time. There are he says. “The challenge is making sure Sheninger has seen teachers use to
several ways to implement blended there is scaffolded academic content effectively get student responses
instruction, which combines face-to- and support.” are Nearpod, Seesaw, and Canvas.
face and online learning. One district It’s not always about the amount • Choice: Give students control
Sheninger works with uses a rotational of resources but about how those over their learning by using choice
teaching model. For each class, the resources are used. Leaders must boards or playlists.
teacher starts with direct instruction. strengthen their communication, • Path: Find ways to let students de-
Next, small groups of students move perhaps with surveys and outreach, termine their own paths during re-
through various “stations” and do to find out what is needed for success. mote or hybrid learning. Examples
targeted instruction, personalized/ “Look at changes to scheduling and include customized curriculum,
adaptive learning, and independent/ how you can provide the supports to asynchronous virtual courses, and
collaborative work. During this time, identify and close gaps. Invest in the independent study.
teachers can meet with students one- supports that are needed to help those • Pace: Let students manage their
on-one or plan future lessons. Classes kids get to the next level.” time to complete self-paced
end with a closure activity. activities.
School leaders need to find ways ENSURE THAT EFFECTIVE • Place: If possible, allow students
for teachers to work differently. PEDAGOGY IS BEING USED to attend school remotely at home
As Sheninger says, “We need to It’s up to school and district lead- or come to school for in-person
ask ourselves: ‘How much of the ers to make the remote learning expe- learning.
curriculum has meaning in the real rience something everyone wants to be
world? What has the most value to part of. Sheninger’s recommendations NOW IS THE TIME TO UP YOUR
enable our learners to be successful?’” include moving away from one-size- FEEDBACK PRACTICE
Let your teachers know that it’s okay to fits-all learning, helping teachers find
apply that type of thinking to condense a balance between synchronous and No one was trained or prepared
the curriculum. Support them as they asynchronous learning, and provid- for this, and school and district leaders
try new things and reassure them. ing adequate training and resources so spent a lot of time this summer focusing
Let them know they can focus on the that teachers learn how to deliver en- on health and safety protocols instead
standards that are the most important. gaging, interactive online lessons. of on distance-learning strategies.
“Essentially, it comes down to When he visited classrooms, When it comes to feedback, says
rethinking how time is being used. Sheninger noticed that students in Sheninger, we usually tell people what
That’s one of the biggest struggles for hybrid classes were not talking because they want to hear instead of having
teachers right now. We have to [look of social distancing. Leaders need to conversations about their practice.
www.saanys.org 4
VANGUARDCOVERSTORY
These five components of feed-
back can ensure that it’s beneficial to
everyone:
1. Positive delivery, including
words and body language:
Don’t just focus on areas of
improvement; focus on a broad
plan for growth that reinforces
good practices.
2. Practical and specific: Focus
on things the teacher can do
immediately and will have an
impact.
3. Timely: Essential if you want
the feedback to be a catalyst for
improvement.
4. Consistency: To create a growth
culture in which everyone feels
supported.
5. Use the right medium: Do not
give feedback over email or text.
When possible, do it in person
or over video, with phone as a
backup.
Teachers and students want
feedback that provides the motivation
Although the latter might not be pos- Feedback can help bring people to improve. When we focus on
itive, it’s the only way to move for- together, especially in these challenging messaging that encourages the receiver
ward. Making people feel good is a times, but you have to deliver it well. to value the recommendations, it’s a
necessary component for developing a We typically think of feedback as big win for everyone.
positive culture, but it shouldn’t come something you “give” to someone else,
at the expense of shying away from the but Sheninger says that if the goal is MOVING FORWARD
problematic and thought-provoking to help others grow, then feedback
conversations that are needed to drive needs to take the form of a dialogue. Above all, leaders need to make
change. “Delivering feedback in the form of sure their teachers are working
Focus on feedback that is timely a monologue is an outdated process differently — not doing twice as much
and specific. Your goal is to help your that can be improved whether you work. Understand that they will not be
teachers internalize what they have to are working with kids or adults,” he able to cover the entire curriculum. Be
do to meet or exceed expectations. By says. “Think about creating conditions empathetic, provide support, and give
modeling this type of feedback, you in which the receiver will value the them feedback on how to grow. Focus
can help teachers learn how they can recommendations.” on the standards that are the most
in turn offer feedback to their students. important.
“For virtually everyone, hybrid
learning represents a monumental shift
from what has been done in schools.
The biggest challenge I see is that Now we must accept this fact and
everyone is trying to use traditional work to get it right until the pandemic
subsides.”
methodologies in a remote
environment, which doesn’t work.
ELLEN ULLMAN has been writing about
education technology since 2003. She lives in
Burlington, Mass., and is the former editorial
director for eSchool News.
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SAANYS-Ad-03.indd 1 8/6/20 4:54 PMVANGUARDFEATURESTORY
HYBRID LEARNING:
Timely and Timeless
Emma Pass literally wrote the book on hybrid learning. The Hybrid
By Pat Fontana
Teacher Survival Guide is scheduled to be published in the spring of 2021.
Given the current COVID-19 environment, however, she has released
an abridged version for teachers who need it now, to help them survive
their ever-shifting classroom situation.
Hybrid learning is a timely topic in the midst of the pandemic but
is nothing new to Pass or to many educators throughout the country.
She has taught in a hybrid learning environment for several years and,
as an educational technology consultant, helps other schools make the
transition for their staff and students. Although admittedly not a “tech
person,” Pass believes that technology makes a huge difference in any
classroom and makes hybrid learning possible for both the student and
the teacher.
7 www.saanys.orgVANGUARDFEATURESTORY
iPads, any virtual reality
A TRADITIONAL START
you might have access to in
Pass has landed in Fort Collins, your classroom.” Software,
Colorado, by way of Las Vegas and including apps and learning
England. She began her teaching management systems, is a
career in a traditional brick and mortar significant factor as well.
school. Her sixth-grade English classes With a degree in English,
in Las Vegas were “incredibly large” Pass says she can empathize
and “incredibly diverse.” As soon as with those teachers who tell
her teaching career began, though, so her they are also “not really
did her journey into remote learning. a tech person.” She says,
The school received a grant for though, that you “don’t need
Chromebooks and her administration any special knowledge” to
“decided to go with technology.” Given make technology work well in the Tuesdays and Thursdays, for example,
the challenges of her class makeup, classroom. but learning remotely on Mondays,
Pass was very excited about the new Wednesdays, and Fridays. At PGA,
opportunities. She was in a position INNOVATIVE LEARNING which is K-12, there are different
with “almost impossible teaching tasks MODEL WITH A HISTORY schedules for the elementary, middle,
without the technology.” With the and high school students.
When Pass returned to the states,
Chromebooks in her students’ hands,
she accepted a position with a school BEST OF BOTH WORLDS
she was able to differentiate for her
in Fort Collins, Colorado. That school,
students to meet their specific needs When Pass first started teaching,
the Poudre School District Global
and to keep them engaged. her story was similar to many others
Academy (PGA), was using the hybrid
model when she arrived. In fact, across the country. She says she
THE LAUNCH OF EDUCATIONAL “worked like a maniac,” putting
they launched as an online school in
TECHNOLOGY CONSULTING in ten hours a day and working on
2009 and then transitioned to hybrid
The move from Las Vegas to En- learning about three years later. So, the weekends. Now she says, she
gland, to accommodate her husband’s even though hybrid learning is truly an absolutely loves her job. “Personally,
new job, opened up some interesting innovative model, it has actually been the best of both worlds. I love teaching
new areas for Pass to explore. She be- in use for many years at some schools. with technology and love the remote
gan work as a “supply teacher,” which Clarifying the terms “blended and online teaching aspect.”
is essentially a substitute teacher and, learning” and “hybrid learning,” Pass In a hybrid learning model, she is
while learning about their school sys- explains that “a lot of these terms are able to do the “fun, in-person school
tem, noticed a lack of technology in still evolving as we go,” as we are still activities but also spend time working
their educational model. entering new territory. She adds that on the technology aspects” when
Pass then connected with a the “general consensus is that blend- the students are home and learning
consulting company, Canopy, that is ed learning refers to the remotely. She says the hybrid model
focused on enhancing learning tools you are using. has “afforded me a work-life balance
with digital technology. She It’s a blend be- that I didn’t know was possible in
became an educational tween traditional education. It has given me a way to be
technology consultant, using tools such as pa- a teacher and have a life.”
her experience and learning per and books,
about new tools and new combined with PREPARATION FOR A
technology along the way. technology such SUDDEN TRANSITION
The job involved traveling as computers,
Her years of experience teaching
“all around the UK teaching apps, and edu-
in the hybrid learning environment
teachers how to use technology cational websites.
prepared Pass, as well as her fellow
and computers in their classroom.” Blended learning can
teachers at PGA, for the sudden
Consulting was the perfect take place in a tradition-
transition that occurred in most schools
culmination of the excitement Pass al brick and mortar classroom.
across the country in March 2020. She
first felt when her students received Hybrid learning “refers to the
remembers the exact day, March 16,
those Chromebooks back in Las Vegas, place where the student is physically
when she and her colleagues were
combined with the possibilities that learning — in the school building
having lunch and discussing what they
technology held in store for teachers and remote online.” Hybrid learning
had heard from their administration
going forward. Educational technology, typically involves staggered schedules,
about the possibility that students
she says, “encompasses a lot. It could depending on their grade and learning
would not come back to the physical
be anywhere from learning how to needs. The elementary school student
classroom after that weekend.
use physical devices — computers, may be in the physical classroom on
www.saanys.org 8VANGUARDFEATURESTORY
That day ended up being the last
Emma
time anyone was in the school building,
including the teachers, for a very long
time. Pass says, “The plan we made
in that ten minutes of lunch would
carry us through remote learning in
Pass
the spring and fall of 2020 with nearly
100 percent student retention, and
virtually no instruction time lost.”
PGA is a school of choice, so retention
is important to its success as well as to
the success of its students.
Pass adds that the smooth transi-
tion “was possible due to our nature
as a hybrid school and our staff, stu-
dents’, and parents’ familiarity with
the tools and technology, and our sys-
tems and organization for delivering
Emma Pass offers the
instruction work remotely.” She says
she doesn’t share this story simply to abridged version of her
boast, as she understands the challeng- book now for FREE, to
es so many schools have faced during assist fellow educators
the COVID-19 pandemic. Instead, she with navigating through
wants to emphasize “the benefit of a the challenges of our current times. The full book will be
hybrid model, that can easily transi- available in the spring of 2021. The Hybrid Teacher: Survival
tion into emergency remote learning
Guide is available online at https://www.edtechemma.com/the-
due to disease, weather, or any other
number of reasons, as well as a model hybrid-teacher-book.
that meets the needs of students, fami-
lies, for whom traditional education is In addition, Pass offers virtual professional
not working.” development via videos on her website —
https://
https: www.edtechemma.com/shop and on
//www.edtechemma.com/shop
PATIENCE, FAILURES, AND YouTube — https:
https://www.youtube.com/channel/
//www.youtube.com/channel/
ULTIMATE SUCCESS
UCOrPCmsxq4DT2P3pazTApNA/videos.
When asked about her advice for
the teacher who is suddenly thrust into Emma Pass can be contacted through her
the world of hybrid learning or remote
website https://www.edtechemma.com and
learning, Pass immediately responded
by saying, “Be very patient with via Twitter https://twitter.com/emmabpass.
yourself as you learn.” She added that
it “does take time to learn all of these
new tools and methodologies” and she
recognizes that teachers are having to
learn “an entirely new way to teach as
well as doing an already difficult job.”
Second, she advises teachers to right now.” If and when the teacher’s THE ADVANTAGES OF
expect a lot of failure. However, they classroom returns to the traditional FLEXIBILITY
should “fail forward. Celebrate failures model, “all of those tools were
as an indication that you are trying.” designed for a traditional education Pass urges administrators to “take
Sometimes technology just doesn’t and can certainly still be used in a advantage of the increased flexibility
work. That’s when it’s time to say, “All traditional school model.” There is in schedule” when moving into a
right, we’ll just have to try this another a lot of professional and emotional hybrid model. She suggests giving
day.” As Pass explains, “Freaking out support online, made available by teachers a half day when they are “not
when the technology is not working other educators through videos and on responsible for any instruction so they
doesn’t help anybody.” social media. have more time to learn about the new
Finally, she urges teachers to “seek method of teaching.” For example, at
out those resources to help you learn her school, students are on campus for
about those tools that will benefit you a half day on Wednesdays. During the
9 www.saanys.orgVANGUARDFEATURESTORY
second half of that day the teachers remote or online days, but that can realize that some things, like testing,
have the opportunity to collaborate also be a challenge, especially during are less important. She would like to
with each other. COVID-19. see more technology for teachers and
In addition, a combination of Students as well as teachers who more hybrid school models in the U.S.
synchronous and asynchronous are highly extroverted may prefer in- going forward.
learning can benefit everyone in a person contact and may even struggle The challenges that teachers are
hybrid learning environment. Older with remote learning and teaching. currently facing made Pass realize
students, in particular, need that However, most hybrid models are set that they need the information and
asynchronous learning model so they up so that remote learning alternates guidance she provides now, even
can develop executive management with in-class instruction, so students though her book was not scheduled
skills that will prove beneficial to them and teachers do not have more than to be published until the spring of
as they move on into adulthood. one day without that in-person contact. 2021. So she worked out an agreement
Administrators should support with her publisher and now offers the
professional development, Pass says. HYBRID LEARNING AND THE abridged version of the survival guide,
It is also helpful for administrators FUTURE OF EDUCATION along with other bits of advice, to help
to hear from teachers about their teachers and administrators work
Pass says that she can imagine
challenges, needs, and successes, in the through this new world of educational
a “school where students’ schedules
remote and hybrid learning spaces. technology.
are need-based.” She adds that “if we
had a model where you have a class
ONE MODEL DOESN’T WORK THE SWEET SPOT
of students that you see regularly
FOR EVERYONE
and that are working independently, Having started as an online school,
The hybrid learning model does the students who need more support transitioning to hybrid learning three
not work for every student or every would have tutoring or small group years later, PGA in Fort Collins had
family, and they figure that out very sessions. The students who need to transition back to online learning
quickly, Pass notes. She adds that more support would have regular only during COVID-19. Learning was
“every student has different learning interventions.” 100 percent remote during the height
needs. We’ve been trying to do one In her consulting work, she of the pandemic but returned to the
model of education for a long time and provides hands-on learning with the hybrid model in October. Students and
that doesn’t work for every student.” tools that teachers and administrators teachers have been eager to get back
She has seen tremendous benefit are using to help them be more in the classroom for at least part of the
for the students participating in hybrid successful in the hybrid learning week but are well equipped to handle
learning at her school. Some students environment. She gets a lot of positive the remote portion of their learning
have social anxiety and they are feedback. In one school where she schedule based on their extensive
“physically sick and cry, being anxious consulted specifically on the hybrid history with the hybrid learning
about going to school every day.” model, she says that “everybody feels model.
In the traditional model, they might really excited about what they’re Emma Pass is excited about what
simply not attend school on days when doing.” the future holds for her students and
they feel overly stressed and anxious. Pass thinks there will be many for hybrid learning. The hybrid model
Students in the hybrid model, though, more hybrid schools across the coun- of 50 percent in person and 50 percent
“have a day at home between coming try going forward, as well as online online, she says, is the “sweet spot
into the school building” and that schools. She says, “Technology is ad- for students and parents in terms of
helps those students thrive. vancing to the point where it’s feeling education, community, and social
In the hybrid model and now, a lot more practical and possible for support.”
in the remote environment, there is students to be learning online.” In ad-
“a lot of teaching on organization, dition, given the challenges presented
time management, and motivation.” by COVID-19, “we’ll be seeing a lot
There is also a great sense of school more options for flexible learning.”
community and socialization, which The pandemic and its related issues
helps students and teachers. However, have “shined a light on the digital
there are still challenges, especially for divide in our country, including the
parents. lack of access, devices, and technical PAT FONTANA is a business writer and
communications trainer with a background
For the younger students, espe- skills.” Pass and others like her are in corporate training and community college
cially, families may not be able to pro- working on bridging that divide. She instruction. Her business, WordsWorking,
vide learning support for students on says her “great hope is that this does focuses on improving workplace communi-
remote days, either because of work impact education.” cations, concentrating on the fundamentals
schedules or other factors. There are She is seeing more of an emphasis of human interactions.
options for cohorts or small groups on social and emotional learning now,
of students to study together during as the pandemic has made everyone
www.saanys.org 10F
FYY II
GREAT REMOTE
ERIC
LEARNING
RESOURCES:
SHENINGER
Resources
8 Nondigital Remote Learning Ideas
Scan or visit:
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Effective
Instructional Models
for a Hybrid Schedule
Scan or visit:
https://edut.to/34FxX1C
Eric’s
Remote and Hybrid
Collection
Scan or visit:
Time Is What Teachers Need Right Now
https://bit.
ly/2TwyYlV Scan or visit:
https://bit.ly/2TzgzoU
Essential Apps for the
Physical and
Digital Classroom
“In order for kids to really ‘log into’ Scan or visit:
https://edut.to/2HPh5wD
remote, they have to be engaged.”
– Eric Sheninger
Scan or visit:
Visit: https://bit.ly/3kHj309 https://bit.ly/34EtITE
11 www.saanys.orgOTHER LEARNING
RESOURCES:
101 Ways Young
Writers Might
Publish for an Educator Encouragement: Scan or visit:
Authentic Audience Scan or visit: Emily’s Video https://bit.
https://bit. ly/2TBAYJQ
ly/3kMuNic
“Everything should be about pulling kids
out of the screen.”
– Sal Khant
Four Engaging “We need to be really careful about over-resourcing our
Structures That teachers. Don’t send that email with one more tech tool
Work in Hybrid that can be used, it can be overwhelming and lead to
A/B Learning Scan or visit:
https://bit. anxiety. Less is more.…”
Classrooms ly/2TAn1vR
– Dr. Gregory Brown
SAANYS 2019 Leader in Digital Education
A Simple Model for
Designing Online
Lessons Scan or visit:
Created by Diane https://bit.
Cunningham & ly/34GpaMG
Randy Hall for PNW
BOCES Visit: https://bit.ly/35J9veR
www.saanys.org 12from practitioners
FALL/
WINTER
2020
www.saanys.orgPrograms don’t teach students,
teachers do.
Teachers are the most important factor in student success.
Teachers are the driving force and change agents for children, and a teacher’s
understanding of how children learn to read—and what happens when they
don’t respond to instruction—is the key to students’ growth.
When you know better, you do better.
CAROL TOLMAN, ED.D.
Literacy Expert and Author of LETRS®
Literacy Professional Development
LITERACY STARTS WITH A TEACHER
voyagersopris.com/letrs
Literacy Professional
Development
Bonnie Kurtz, M.Ed.
Sales Executive—Upstate New York
Bonnie.Kurtz@voyagersopris.com
C: 518.929.1444Remote Learning:
REMOTE
COACHING &
TEACHING
Running with It
While much of the remote learning that took place in spring 2020
By Diane E. Lang, PhD
was reactive, it focused on core subjects — English, mathematics, social
studies, and science. Music, art, physical education, and sports drew
less attention. However, there are some very interesting New York State
examples of innovative remote teaching in the area of the coaching of team
sports. Given current public health challenges, teachers and coaches need
support and opportunities to “relearn, rethink, and redefine” coaching,
teaching, and learning for remote learning to be successful (Niess and
Gillow-Wiles, 2017, p. 499).
15 www.saanys.orgPRACTICES: REMOTE COACHING & TEACHING
The model shared here illustrates The events included classics like the: strength in the track and field events
this reconceptualization in action. • 55 meter dash is a physical endeavor, the entire team
The remote, virtual format • 200 meter dash experience was directed and managed
presents dynamic structural challenges • 400 meter dash through a sophisticated virtual web
to quality physical education and • 800 meter run of devices, digital documentation,
coaching of team athletes. In the Somers • 1600 meter run and software. Mid-distance runner
Central School District, the coaches • Women’s 3,000 meter run, and and pole vaulter Ciara Murphy, grade
of the Somers High School track and • Men’s 3,200 meter run. 12, said, “Using the Strava app, we
field team innovated and provided could track times, paths, and analyze
As well, some new innovative
rich experiences to secondary students. progress for everybody. We were
events were designed to address
These physical education and sport running not just for ourselves, but
the fact that many of the field events
development activities also activated for our team. Tech kept us connected
would be hard to duplicate safely in
lifelong technology fluency and social as we trained.” Scholar-athletes were
the home-based, virtual meet settings.
emotional learning. fully engaged in developing both track
New events included the: and field skills and technology skills.
VIRTUAL TRACK AND FIELD • Vegetable can shot put “Digital literacy can be defined as
In spring 2020 the coaches of the • Stationary ball toss the ability to use digital technologies
Somers High School track and field • Basketball toss to create, research, communicate,
team engaged over 100 team members • Frisbee throw collaborate, and share information
in three virtual meets. The first two • Plank challenge and work. Digital literacy involves
included only Somers High School • Standing long jump both a knowledge of technology and
scholar-athletes. The virtual meet set • Multijump and the ability to use it” (New York State
up involved holding an organization • Multievent (involves six events Education Department, 2020, p. 10).
meeting on a digital platform. Coaches completed in a row). There is little doubt that during the
presented and explained events. Then Somers pole vaulter Alexander invitational meet, scholar-athletes
team captains engaged in live drafts of Pedersen, grade 11, said, “This was the were honing both their track and field
squads for the meet. Scholar-athletes best thing I did while in quarantine!” skills and their digital literacy skills.
could be heard cheering and yelling His twin, Nicolas Pedersen, a thrower
with joy as the draft unfolded. The on the team, taught Alexander how to SOCIAL EMOTIONAL
meets involved asking team members use classic shot put methods to send a LEARNING
to independently practice and 12 ounce can of vegetables a staggering One of the cataclysmic traumas
perform the meet events with social 63 feet 6 inches, almost as far as of the 2020 period of state-mandated
distancing measures in place at home Nicolas who sent it 68 feet 6 inches. As quarantine and school closure for sec-
or on the road and then report their part of the virtual meet, the students ondary students was the social isola-
measurements and times on a wide were asked to use devices such as cell tion that resulted. The virtual meets
array of track and field events. As the phones, laptops, GPS watches, and brought scholar-athletes together vir-
first two meets were so successful, the other devices to measure and record tually. They met on digital platforms
coaches expanded the scope of the lengths and speeds. Further, they and shared successes on the team app.
virtual meet concept and challenged had to report their scores and data They cheered and hollered in joy on
nearby Arlington High School from the electronically. digital platforms as they shared their
Arlington Central School District to a track and field successes and challeng-
socially distanced, 100 percent virtual DIGITAL CONNECTIONS es. They learned to be resilient and
meet. In the third virtual meet, the 2020 Through the coaching and meet have a sense of humor about them-
Tuskers Quarantine Invitational Virtual process, students were taught how to selves as their coaches demonstrat-
Meet, over 200 athletes participated. use digital timers, monitor runs with ed humility and participated in the
GPS watches, and use personal devices events and shared their action photos.
THE 2020 QUARANTINE to time as well as digitally record As well, they learned that one can en-
INVITATIONAL MEET practice and meet performances. They gage in social emotional self-care by
The 2020 Tuskers Quarantine also learned how to digitally track connecting with others with shared
Invitational Virtual Meet was progress toward goal achievement, interests such as track and field. Fur-
announced in April 2020. Students how to measure using measurement ther, scholar-athletes learned that
were sent the logo and descriptions of apps, how to upload data to shared while your plans may have challenges
the classic and innovative track and spreadsheets, and more. Further, as did the 2020 spring sports calendar,
field events that would be completed interactive team meetings were held one can create alternatives that are a
April 24 through April 26, 2020 in as digital meetings on Zoom, and the compromise but can still be engaging
backyards and on town roads with Team App was used to communicate and satisfying. Mr. Jesse Arnett, head
social distancing in place. weekly workout plans, events, and track and field coach for Somers High
news. While expanding one’s skills and School, is confident that the virtual
meet format allowed team members
www.saanys.org 16PRACTICES: REMOTE COACHING & TEACHING
to be “at their best” social-emotionally REFERENCES Niess, M. L. and Gillow-Wiles, H.
and physically “despite the uncertain- Haggerty, N. (2020, April 25). (2017). “Innovative instructional
ty” of the pandemic (Haggerty, 2020). “Track and field: Father, son and strategies for an online community
their Somers, Arlington teams ‘face’ of learners: Reconstructing teachers’
FINISH LINE each other in virtual meet.” Journal knowledge.” In C. Martin and D.
Every coach and scholar-athlete News. https://www.lohud.com/story/ Polly (Eds.), Handbook of Research on
hopes that we will not need a 2021 sports/high-school/track/2020/04/25/ Teacher Education and Professional
Tuskers Quarantine Invitational Meet track-field-somers-arlington-compete- Development (pp. 499-526). IGI
because the coronavirus pandemic will virtual-meet/3023105001/. Global.
be controlled. However, if conditions Marschhauser, B. (2020, April 29).
require it, there is now a structure in “Track and field: Somers hosts DIANE E. LANG, PhD, is the director
place and it could be used again. More Quarantine Invitational.” The of instructional support services at the
significantly, we have witnessed the Somers Record. https://www.tapinto. Orange-Ulster Board of Cooperative
use of remote learning track and field Educational Services (BOCES). In that
net/towns/somers/sections/sports/
coaching and teaching to expand skills role she is responsible for serving
articles/track-and-field-somers-hosts-
within the sport, expand student social administrators, teachers, and students
quarantine-invitational with cutting-edge curriculum, instruction,
emotional learning and resiliency, and
New York State Department of assessment, technology, distance
develop students’ digital fluency in
learning, and professional learning in
ways that will be useful throughout Education (2020, January). Draft New
a region that serves more than 60,000
their lifetimes. The model of virtual York State Computer Science and students. In 2015, she was awarded the
meets is one born in a pandemic that Digital Fluency Learning Standards SAANYS leadership and support award
has traction running forward. Grades K-12. in honor of her outstanding leadership
providing collaborative support services
to administrators. She is the author of 15
articles and book chapters about school
administration and education.
17 www.saanys.orgWatch Phil Boyte
discuss how to
build a school
culture virtually!
Learn More at:
leaderinme.org/saanys-culture/
OR
SCAN ME
Administrators recieve a
FREE The Speed of Trust book!
While supplies last.
FranklinCovey Co. All Rights Reserved.This Is What Forward Looks Like. DIGITAL
A Rural School’s Progress Toward: EQUITY
Digital Equity
and Excellence
WATERSHED
By Sunshine Miller Newfield Central School District is the only category four, high-need
rural school district in Tompkins County. The district was hit particularly
hard by the COVID-19 pandemic with regard to digital learning. There was
no 1:1 strategy. Students and teachers did not have a learning management
system that was routinely used to work collaboratively and digitally. The
district’s devices were aging and failing due to lack of funds, inventory, asset
management, and high IT department turnover.
19 www.saanys.orgPRACTICES: DIGITAL EQUITY
The district is nestled in the hills of on September 10 led to the building of file to Dirk, and he and his company
the Finger Lakes and is geographically more than 400 Google Classrooms that did a run for us.
disconnected from the digital world as are serving as base camp for all of our The promise in the collaboration
well as economically disadvantaged students in our hybrid learning model. is an eventual competition where
with regard to digital equity. COVID students work to solve this real-world
set the stage for long hours for district IT TAKES A VILLAGE problem and work through the design
employees struggling to meet the Building a 1:1 strategy is challenge with career inventors and
needs of the small learning community, challenging without a pandemic, and business owners. This will provide an
reassessing digital equity, and looking although we have been able to develop opportunity for our students to discuss
for answers to the glaring inequities a piecemeal deployment, the team is digital equity while creating solutions
the community was facing. acutely aware that the need to build for their relevant needs. We are
A nearly complete administrative uniformity is imperative. A surprising invested in building partnerships with
turnover in July has the district and unwelcome plot twist in our 1:1 our incredibly rich tech community at
working to creatively build anew. story came in the form of a splintered large (Newfield is just seven miles from
Below are a few of the ways the learning supply and demand chain that has Ithaca, home of Cornell University and
community has risen to the challenge made purchasing and building device multiple tech companies) and hope to
and is working to pull ahead with infrastructure nearly impossible. develop internships and mentorships
ideas for integrating, investing, and We are working closely with our for students within these partnerships.
innovating with digital technologies local Staples. The store manager, JT, has
and remote instruction. a child in the district and believes in the BECOMING
strength and promise of community. The district is keenly focused on
EPIPHANY As we run into the perils of lack of building interesting, relevant, anti-
The crisis the district faced in the asset management as bizarre as the racist, culturally responsive, and
spring provided an opportunity for need for 300 charging blocks for iPad affirming curriculum. There is much
the district to reassess, readjust, and deployment, and as basic as cleaning work to be done on this front, and our
reimagine the digital strategy. I joined supplies, JT has had our back. He is rebuilding phase in terms of our digital
the IT team in late August and worked currently running down 75 Android infrastructure offers the opportunity
with the network specialist to develop tablets to deploy to our kindergarten to utilize tech as a tool for providing
a plan to roll out 1:1 devices to our students and build our Chrome fleet equity on multiple fronts. G Suite as
reporting students (approximately 75 from the bottom up while we await our LMS has provided a vehicle for
percent of our students). We relaxed shipment of Chromebooks. core content but the district wants to
our BYOD policy, buoyed our filtering We face adversity with providing ensure equitable access to enrichment
systems, pulled devices in from supplemental instructional technology activities as well.
classroom carts, and managed them as well. Dealing with a wide variety Kids Discover the Trail is a
for 1:1 deployment. These strategies of other shortages, from document program that takes Pre-K through
forecasted the need, in the event of full cameras to VGA adapters, prompted fifth-grade students on curriculum-
closure, to shift instruction to include us to reach out to other local stalwarts based field experiences to the eight
digital independence and equity for all of our larger tech community. One discovery trail sites in Tompkins
students. thing many of our virtual families County. The traditional field trips that
The immediate disadvantage of too struggled with throughout the spring are inaccessible due to COVID are
many students and too few devices led was the lack of ability for students to transforming to include interdomain
to some creative problem solving and show their work. Google Classrooms for the discovery
support from our regional partners. Performance-based classes like trail educators from the Ithaca
The team moved quickly to dismantle art, band, and the sciences highlighted Sciencenter, and will likely include all
computer labs and prepare desktop the need for document cameras for of the discovery trail partners over the
and AIO devices to deploy to virtual our teachers as well as students. The course of the year. The need to stretch
families. Our virtual families who supply and demand chain breakdown ourselves beyond the school-day
needed devices were also benefactors dealt an additional sting, and the brick and mortar limitations that have
of Groton Central School District’s kind need for a creative solution became been shattered by remote and hybrid
donation of 100 Chromebooks. With evident. We found a 3D printing for learning has caused all of us to think
many barriers, hurdles, and setbacks, document cameras for our virtual more creatively and collaboratively.
the team has deployed devices to every students on Thingiverse and forged a A silver lining of the pandemic is the
reporting student in just one month plan to ask students to reproduce and ability to integrate experiences with
and to every virtual family requesting reimagine an on-the-cheap substitute. our trusted partners and work to bring
a device. Unfortunately, we found that the the field experiences into the district.
In tandem, the district adopted district’s only 3D printer is seven years Students will someday return to the
and launched G Suite as our learning old and not operational. Enter a local beloved site of the discovery trail. For
management system. Four days of tech company, Zynect, owned and now, we look forward to interactions
training before we opened our doors operated by Dirk Swart. We sent the
www.saanys.org 20PRACTICES: DIGITAL EQUITY
with the partner sites and reimagining students that will incorporate the care about kids and are raring to go,
field trips and field studies. best of what we’ve built, and provide make a difference. The best teachers
equity and access for our students who in Tompkins County are showing up
FUTURE TENSE desire a different model for learning. every day to do the work even though
Providing access to extracurricular The academy will live alongside the it is challenging and filled with the
and enrichment activities for our older brick and mortar and prepare our small need for flexibility and creative solu-
students will focus on career and school to fend off the impending threat tions. We also have an administra-
college readiness. The district has a of virtual charters. The goal is to offer tive team that abandoned the focus
vision of creating a middle and high a virtual model of education that is on our pathologies and believes in
school experience that looks and feels connected to the public school system, our immense potential, and a com-
more like a college experience. This supported by our incredible highly munity like no other. We are doing
shift would include courses and classes qualified staff, enveloped by the rural this thing. It’s messy and exhaust-
that are delivered digitally and include community, and focused on problem- ing. Transformative and amazing.
certifications and micro-credentialing based learning, digital excellence, This is what forward looks like.
opportunities. We are working with and exploring and understanding the
cyber.org to build pathways for natural and cultural history of the
students to hone their skills and community.
resumes through certifications before
entering degree programs or the FORWARD
workforce with a focus on recruiting The outlook in those first few
students from the global majority, weeks was dismal. However, I’ve
SUNSHINE MILLER is the director
BIPOC, and young women. found a recurring theme in our work to of technology and professional
Building a system for delivering move online. We very well may have development at Newfield Central
digital content means opening the door had the worst-case scenario in terms of School District.
for the creation of a virtual academy. technology, but greater than that chal-
The seeds for the academy will take lenge is the collective, creative, hive
root in this first year of reimagining mind, excellence of the people in our
and restructuring. Ultimately we plan district. Three brilliant network spe-
to have a fully virtual option for cialists, Chris, Harold, and Bob, who
Guide to My-EOP™
Emergency Preparedness™ My Emergency Operations Plan
EMERGENCY PREPAREDNESS PROCEDURES
• Custom content
• Quick reference
• One-touch dialing
• Updateable
Custom quick reference guide keeps staff
prepared for emergency situations
800-637-8525 www.gcckc.com
21 www.saanys.orgDo they still even make these things?
When it comes to school insurance, count on NYSIR instead.
For more than 30 years, school property and liability insurance has been our
only business, and BOCES and school districts have been our only customers.
They rely on NYSIR for innovative coverages, responsive claims
service and leading-edge risk management to help
control costs. Which pretty much explains why we’re New York’s
premier provider of public-school insurance.
Commercial coverage that’s not fully
customized to schools? It just doesn’t add up.
Count on NYSIR instead.
FOR INFO, VISIT NYSIR.ORG. NEW YORK SCHOOLS INSURANCE RECIPROCAL, 333 EARLE OVINGTON BLVD., SUITE 905, UNIONDALE, NY 11553What Ten Years of BLENDED
LEARNING
Blended Learning
Have Taught Us
By Gregory S. Brown, EdD, Harnessing the power of instructional technology to support
Diane Cunningham, EdD, student learning is the most pressing goal in most schools, districts,
and Randy Hall
and universities today. For the last few months, leaders and teachers
have been working to meet the challenges of blended and online
teaching and learning to ensure that all students learn and thrive.
Together, for the last ten years, we have worked with teachers to
design and deliver online and blended experiences for students
across the Hudson Valley.
23 www.saanys.orgPRACTICES: BLENDED LEARNING
We share key lessons from three • admits failure and perseveres; (investigation, persuasion)
distinct perspectives (school admin- • learns from mistakes and tries instead of rote skills; or
istrator, curriculum designer, and in- again; and • current local and global
structional technologist) with the hope • shows themselves and others problems or issues (bias in
of helping leaders and teachers take grace. media, immigration policy)
positive steps toward creating quality instead of hypothetical
3. GIVE TEACHERS WHAT
blended and online learning experi- problems.
THEY NEED
ences for all students.
Now that we’ve had a bit more 5. AMPLIFY STUDENT VOICE
1. REIMAGINE YOUR time to plan for this model, we Our teachers already provide
WHEN AND WHERE need to take a long-term look. choices for students, hoping for
Traditional schools were never We’ve learned that becoming more engagement and better
designed to support blended a good teacher in a blended outcomes. However, providing
learning, a model that weaves model takes time and practice choice alone does not mean that
face-to-face teaching with online — it is not as easy as flipping a we activate student voice. Teach-
learning and allows students switch. Leaders, teachers, and ers amplify student voice when
control over the time, pace, and students will benefit from a they require students to engage
place of learning (Horn and clear commitment to quality in inquiry, solve problems, cre-
Staker, 2015). Designing quality professional learning experiences. ate, innovate, advocate, and
blended learning experiences Provide professional learning teach others — for purposes and
forces us to consider the “where” that focuses on curriculum, audiences beyond the classroom.
and “when” of education as much and technology, allows time for As leaders, we amplify teachers,
as the “why” and “what.” One practice and reflection, maximizes and in turn students’ voice, when
of our blended teachers reflected, collaboration, and contains job- we grant them similar authentic
“I was used to having students embedded expectations (Guskey, experiences. The teachers we’ve
arrive to my class and they were 2009). Be careful not to “over- worked with were most success-
on my time. Now, I’m in their resource” your teachers — less is ful and fulfilled when we:
space and on their time.” Leaders more, even for teachers. Teachers • treated them as designers
need to help teachers understand need time to process, act, and of their curriculum;
this shift and provide them with reflect. Leaders can leverage • set clear expectations for
the flexibility needed to create a power to make space and time for authentic tasks;
blend of in-person, hybrid, and teachers to learn and grow. • provided models and criteria;
remote learning experiences by • allowed time for revision;
4. MAKE LEARNING
challenging traditional structures • gave feedback during the
RELEVANT
(schedules, attendance, and seat design process; and
Authentic curriculum is more
time requirements) that get in • valued reflection.
important now than ever before.
the way of student and teacher
When our curriculum is designed 6. LESSONS NOT TASKS
choice over the pace and place of
around narrow topics, students If your teachers simply ask their
learning.
struggle to make connections to online students to turn in assign-
2. EMBRACE YOUR their interests, experiences, and ments or take an online quiz,
INNER LEARNER other disciplines. This leads them they may be leaving out the best
Before last March, you probably to memorize facts, apply formu- of their instructional practice.
had never had to lead a full-time las, and seek the right answers. On their own, these tasks can
online school. During the first While we strive to maintain stu- never replace quality instruction.
weeks of the pandemic, we all felt dent engagement in a blended We have found that providing
a little like it was our first year, model, we need to start with cur- teachers with a simple, flexible
rife with uncertainty, mistakes, riculum that is authentic, mean- model (WARM UP, LEARN,
and a feeling that we were only a ingful, and relevant. Leaders can DO, and WRAP UP) can enable
few steps ahead of those we led. champion such a vision for cur- both beginning and veteran
During our collective first-year riculum that supports teachers to feel
experience, we must establish depth over breadth by more confident
strong communities of learners helping teachers focus in designing
who openly share their successes on: and delivering
and failures. We have to steepen • broad concepts remote, hybrid,
the learning curve by being (sustainability, synchronous,
vulnerable and assuming the role culture, leadership) and asynchro-
of lead learner who: instead of discrete nous instruction.
• takes risks publicly; topics; Ask and look
• collaborates with others; • essential processes for these four
• seeks regular feedback;
www.saanys.org 24You can also read
