The Initial Return to School Guidance was published yesterday by the state DESE. This is as professional and thoughtful a document as I could imagine. Here’s the link to the DESE Covid-19 home page. There is so much in this document, including physical distancing requirements, that I won’t even try to summarize it here. It’s well worth reading. And more guidance documents will follow on other topics, e.g., transportation and athletics. Here’s one key point, though:
All guidance in this document is based on the best information we have as of mid-June. We will carefully monitor the data in the coming weeks and months. Districts and schools must be prepared to be flexible and ready to pivot if circumstances change significantly. For this reason, districts and schools must plan not only for in-person learning, but also hybrid learning models (in which students learn in-person for some of the time and remotely for some of the time), and also full remote learning. Remote learning may be a necessary option in the fall for some students who are unable to return to school due to underlying medical conditions and potentially for all students if COVID-19 forces widespread school closures in the future.
Lots is left for each school district to decide. One could arguably make the case that the manner in which the NPS administration and School Committee and teachers union implement this and subsequent guidance will have a bigger impact on children and families and teachers than even their usual multi-year contracts. Accordingly the memorandum of agreement that these parties will ultimately sign deserves the most in transparency and community consultation.
Such a process was not used for the April 1 MOA that governed matters during the spring school closings. Indeed, there wasn’t even a public vote by the School Committee members on that very significant document.
It is clear, however, that for the coming agreements between the School Committee and the union that will have such a big influence on curriculum, pedagogy, and logistics, it would be wise to reach out for community ideas, to discuss the proposed agreement in open session, and for the Committee to memorialize their assent in a vote. I think it is not an overstatement to say that the manner in which all parties handle this situation could have a significant impact on the degree to which community support for the schools rises or falls. That support will be critical in the near future as budget limitations take hold.
Since March 13, I have watched my wife teach her fifth graders online. She records multiple lessons per week on the subject matter, holds class meetings, checks in with individual students and parents, provides additional assistance for children having difficulties or who have special needs, and answers hundreds of emails. Every week. All online. She works harder than she ever has before, and no one is kidding themselves that kids are getting the highest quality education this term.
A few years ago or so, many people were advocating for online education as a way to improve education and save money. I think the past few months have proven that doesn’t work. Personal contact is essential, which is what will make reopening the schools so hard, for teachers, students, parents, and school administrators.
Admittedly, teachers are having to fly the airplane while they design and build it. But there is no doubt in my mind that the longer this pandemic continues, the more profound the impact will be on students’ education.
Ted,
I am going to disagree with the statement that the kids are getting the highest quality education this term (maybe I misread this). I agree that kids are working hard as are teachers.
My senior was slated to read Malcolm X as his last book. Book was not handed out so an online version was posted. My kid decided it is too hard to read a novel online so he ordered the book through Amazon. He really enjoyed the book, but instead of a great discussion lead by a great teacher four times per week, he got a 20 minute “lesson” once a week during the mont he read the book. No rich discussion. No digging deeper. In 20 minutes the teacher had to view who was there, do an emotional check in and discussion and then discuss the book and time was over.
Repeat for every single high school subject. One 20 minute meeting per class per week.
Disappointed.
Very.
Marine biology was supposed to go to fisheries expo. Cancelled. Instead one twenty minute class per week.
Lots of independent study work. But I expect more from NPS than a glorified independent study session for an entire term.
Middle school had two classes per week per subject.
I cringe if we return to the same model. Because the teachers were amazing. The structure lacked.
My son stopped showing up to Spanish and his teacher called me. My son loved his class. My kid hated one 20 minute session per class. Thank you for that teacher for reaching out to me. I know other friends whose teachers didn’t contact them for kids not showing up.
That isn’t teaching. That isn’t educating. That was NPS dropping the ball and showing that we don’t expect learning to happen. I fear the fall.
Our teens continue to suffer. No jobs. No camps. No pools. The wealthy go to their vacation homes and the other kids are home. Alone. On screens and missing in life interactions. There is nothing. These kids haven’t had real life since March 12. And NPS needs to better for the teachers and the students.
Don’t forget school nurses. The reopening is going to demand a lot more of them. They need to be included in the planning and treated with respect for their difficult jobs.
True, and custodians, and bus drivers. The list is extensive!
We do not have visions of grandeur regarding our son’s academics. He’s no dummy, but like many teenaged boys, their DNA is such as to, “not like school” (or at least pretend not to).
So it was to our surprise when he announced the other night that he struggled with online learning and prefers the hands on direction of live classes. His statement was unprompted and sincere. This is not the teachers’ fault, mind you. Just a crappy situation. #CovidSucks
I’ve not had time to read the document, so my information is only from Globe articles. To my knowledge, the Globe hasn’t addressed the issue of teachers and staff who are at high(er) risk for serious disease. Is data available that indicates what percentage of NPS staff fall in this category? Does the DESE document have guidelines for how to address this issue?
Here’s a quote, Jane. Apparently, more to come on that very important issue.:
“Educators and other staff who are at higher risk of severe illness from COVID-19 will want to consult with their health care providers about whether and under what circumstances a return to in-person school settings would be medically inadvisable. We will provide guidance to support districts in working with their educators and staff on critical reopening issues, including those who are at higher risk of severe illness from COVID-19.”
I’m glad it’s on DESE’s radar screen. Unfortunately, it will take more than guidance to solve this dilemma, especially given the short timeframe. At this point, it does not appear that anyone knows how many teachers and staff are in the high risk category.
High risk employees in positions with frequent interactions with large groups of people is an issue impacting for more employees than teachers. Covid-19 is likely not going to be eradicated. It’s likely here to stay. Treatments and therapeutics will get better, and the prognosis and survival rate will improve. Once a vaccine is implemented, the annual case count will drop significantly. However, it will likely always be around, albeit in much smaller case quantities. This fall we will have to do everything we can to protect those that are high risk in professions like teaching. Beyond that, a point will come where those that are high risk, in jobs that make contracting the virus more likely, may have to either seek another profession, or the profession will have to find a more permanent solution to mitigate the risks. I’m no expert in the field, so I could be wrong, but I think we need a short term stopgap measure for the fall/winter, and a plan for the future.
I agree with your last sentence. Due to the shutdown, working in a school hasn’t been included on the list of high risk employment.