Building on positive change
It has been said many times through history that there is one thing we can predict and be sure of — change will happen. The “why” behind change is an important consideration as well as what can be learned as an outcome of change. Education systems across the world had to respond to a global pandemic and do things differently. The “cause” of change is obvious — protect health. The “why” behind specific changes is somewhat more complex. I believe that ultimately, the most important “why” to change in education is the moral imperative to do whatever is possible to support the growth and well-being of students. When this is the “why” change is implemented by everyone connected to children and youth with their best interest in mind. This is not to say that everything is positive and that the necessary change in education is not characterized by a number of challenges, but it has stretched everyone to be as innovative and creative as possible.
On February 2, Lethbridge School Division trustees hosted a virtual Town Hall to seek perspectives and feedback from students, parents, staff and community members regarding the following question: “In response to COVID-19, changes were made to school organization and instructional delivery. Are there changes that impacted students in a positive way that should continue and be built on?” Some common themes threaded through the responses contribute to the building of an understanding of what can be learned, continued, and built on in the absence of COVID19. Feedback from the breadth of stakeholders is incredibly helpful because the shared perspectives are grounded in what has been experienced during a challenging time.
A common response across all groups was how the challenge and change bonded everyone, created connections, and developed a sense of community. It was pointed out that there is an increased focus on relationships, and “a new appreciation for being together and working together…supporting each other and adapting to some very challenging situations.” This sense of community and collectively working together to support students is truly something to build on. Another common theme was the attention to cleaning and sanitization of the schools and the standards established for personal hygiene. Many comments applauded the hard work of the caretaking staff, and expressed the desire for maintaining some of the new standards of cleaning and personal hygiene that focus on health.
Many parents and staff indicated that communication has been enhanced with the use of technology, and the sense of connection between teachers and parents is strong. Parents appreciate being able to access meetings, including parent-teacher interviews and School Council meetings, using interactive technology.
It appears to have made access more flexible and timely.
Some students indicated they had a stronger connection with teachers because they could ask questions and seek help using technology apps that keep questions confidential from the other students. Overall, there were positive comments regarding instruction. Some staff indicated the use technology was a steep learning curve that stretched them to think about how to engage students in new, innovative and exciting ways whether teaching on-line or in the classroom. This growth in instructional practice can be built on and supported. Some students expressed appreciation for on-line learning and indicated that it is a great delivery platform that supports the way they personally learn and do work. All groups pointed out that the increased use of technology is building skills for the future and supporting innovation and risk taking, important attributes for future success. Some parents and students expressed how incredible staff are doing with what seems to be seamless transition between in-class learning and on-line learning when a class or individual is quarantined. Support for staggered entry, controlled entrance of students, and cohort groupings was linked to school climates that are calm, inclusive and conducive to the developing the independence of younger students.
The list of changes that have impacted students in a positive way is much lengthier than what I have outlined in this article.
What is important is that we learn from these perspectives and think carefully about how we can build on the changes that have been identified as positively impacting students.
Cheryl Gilmore is superintendent of Lethbridge School Division.