Annual report 2020–2021 | 11
Teaching and Learning The defining feature of the school year was uncer- tainty. Beginning in May 2020 and throughout the summer, the District Pandemic Transition Team com- prised of District and school leaders, educators and ABEA leadership, committed to these teaching and learning priorities:
This year required our educators to embrace a mind- set of flexibility and agility. It called for District and school leaders to provide an organizational structure that allowed for and supported innovation and adap- tation at the educator-student level to meet students’ needs. We explicitly acknowledged that our teaching and learning would look and feel different and then determined how to operationalize the following learning elements in the varied environments: • Relationships, relationships, relationships — develop and nurture relationships with students, families, and each other. • Community —create caring and welcoming environments • Purpose —identify and clearly communicate the “why” • Clarity —identify and clearly communicate the “what” • Access —utilize instructional practices and materials that meet learner needs, are inclusive, and culturally responsive • Agency —provide timely and meaningful feedback; provide choice
Before the school year began, all educators partici- pated in professional learning that emphasized build- ing community, inclusivity, and social emotional learn- ing; digital tools and strategies; instructional practices that support and encourage student engagement in remote and hybrid learning environments, and effec- tive and efficient ways for educators to collaborate, share, and support one another. Educators, coordinators, and building, department and District leaders also revised our curriculum scope and sequences to emphasize critical learning standards. They prioritized key grade-level content, concepts and skills, and built in what we call “just- in-time, just-enough” instruction of prerequisite learning so students could access the critical stan- dards. Educators implemented a combination of K-8 screening tools for literacy and mathematics, and classroom and ongoing assessments to determine student instructional strategies and supports. They also planned for alternative ways to provide feedback for students, to show growth for families, and for students to provide feedback to each other by utilizing many digital tools.
• create warm and welcoming environments that prioritize connections with and among students and staff; • support students’ social-emotional well-being; • focus on students as learners and individuals; and • keep equity at the core of our work We considered four in-person learning modes on a continuum: a full return mode for all students; a par- tial hybrid mode where elementary students returned full time and secondary students attend half the time in-person and half the time remotely; a hybrid mode where K-12 students attend school half time in-per- son and half time remotely, and a fully remote mode. We also prepared a Fully Remote Learning Program for students not returning to school in any of the in-person modes and for continuity in learning should the need arise.
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