Session 3: Fully Informed Administrator- A Hands-On Workshop on Distance Learning Challenges(Part-2) - By Lumos Learning
Transcript
| 00:0-1 | Let me ask Jan Perry Thio Thio mute herself and | |
| 00:09 | let's see if we can highlight you And let's see | |
| 00:15 | . Give it a second . So let me just | |
| 00:20 | see . I'll check the chat room here . Uh | |
| 00:26 | , eso sandy said ideas on how to build teacher | |
| 00:28 | efficacy and virtual teaching and learning . Yes , Absolutely | |
| 00:34 | . All right . A Janu there ? Yes . | |
| 00:38 | Hi . My name is Jan Perry , the executive | |
| 00:41 | director of America's finest Charter school . Were in San | |
| 00:44 | Diego . We've served title one kids , grades K | |
| 00:47 | through 12 . We have about 500 students . Welcome | |
| 00:51 | . Yeah , the reason why I brought that up | |
| 00:53 | was I remember , like , some things I would | |
| 00:56 | like . How do you do this ? We were | |
| 00:57 | trying to take attendance during a staff meeting . And | |
| 01:00 | I go , How do you do this ? And | |
| 01:02 | then so much is in the Google . The Google | |
| 01:04 | Chrome . What do you call it ? Store where | |
| 01:09 | you can go in and that you say attendance tracker | |
| 01:12 | ? Well , you go in there and then you | |
| 01:13 | load it into your Google , which we use Google | |
| 01:16 | Chrome for everything we loaded in there . Hey , | |
| 01:18 | it works now . I see the tracking of attendance | |
| 01:21 | during a meeting or how do you ? It was | |
| 01:25 | another one . How do you use your white board | |
| 01:26 | ? How do you make a a white board during | |
| 01:30 | your presentations ? You know , we figured it out | |
| 01:32 | through that . There's there's so many things and you | |
| 01:35 | don't realize how maney things . Oh , the other | |
| 01:37 | one . How do you change the document into a | |
| 01:41 | rideable Google doc ? From you know , a pdf | |
| 01:44 | , you do the same thing . There's a Google | |
| 01:46 | chrome , um , thing that you add to your | |
| 01:50 | suite , and it's like now you can do it | |
| 01:52 | . So it's like that that are really helpful . | |
| 01:56 | And I don't think you just put the question in | |
| 01:59 | and how do you do it in Google ? And | |
| 02:00 | then it tells you how to get into that your | |
| 02:02 | chrome and you're automatically added to your and you know | |
| 02:06 | , I'm 62 . I'm not really young as faras | |
| 02:09 | , you know , technology . But I've learned a | |
| 02:11 | lot by just asking the question in Google and saying | |
| 02:15 | , How do you do it in Google Chrome ? | |
| 02:16 | And it's like for us , that's like the best | |
| 02:18 | way toe get information and then we just we did | |
| 02:22 | what I thought was really great is we have Google | |
| 02:25 | classrooms for all of our teachers . But we also | |
| 02:28 | did a Google classroom for the whole staff where people | |
| 02:32 | can put resource is and videos in there and just | |
| 02:36 | things that are working for them . So the whole | |
| 02:37 | staff could share it . So it's like a whole | |
| 02:39 | staff Google classroom that's really been helpful for us because | |
| 02:43 | a lot of it is , You know , that | |
| 02:45 | was the first step getting people really comfortable with online | |
| 02:48 | learning , you know , Now I think with Sandy's | |
| 02:51 | are my principal at the K A . I think | |
| 02:53 | now really looking at standards and picking up what's really | |
| 02:57 | important would be our next step is really streamlining the | |
| 03:00 | teaching what we're doing . But the one thing we | |
| 03:03 | do have good is the majority of our teachers are | |
| 03:04 | younger , which is great . Makes it a little | |
| 03:07 | bit easier . So But I'd have to say , | |
| 03:10 | you know , if you have a question just asking | |
| 03:12 | Google and you know you'd be surprised how many people | |
| 03:15 | are down putting out tutorials to help , and you | |
| 03:19 | could just go along with the tutorial while you're on | |
| 03:21 | your phone while you're trying to do it on your | |
| 03:23 | computer . So , yeah , you can even change | |
| 03:25 | the engine on the car . Uh , Google . | |
| 03:30 | Like I mean , I had a group of instructional | |
| 03:32 | aides were trying to put together a an eight week | |
| 03:35 | curriculum for the after school program , and they one | |
| 03:38 | of the teachers said , I don't know how to | |
| 03:40 | do presenting . And another teacher showed them all how | |
| 03:43 | to do the , you know , presenting on a | |
| 03:45 | zoom lesson or Google meets lesson , and you know | |
| 03:48 | how to do it now . It was just very | |
| 03:50 | , you know , very small thing that they have | |
| 03:52 | to learn . I think that's important . Not like | |
| 03:54 | teaching them a whole bunch of stuff . What do | |
| 03:57 | you specifically need to learn for the task at hand | |
| 04:01 | ? Yeah . And who did ? Who did the | |
| 04:03 | teacher go to with that question ? Um , I | |
| 04:06 | purposely put a had a teacher at the meeting that | |
| 04:09 | I knew was good with technology because we were putting | |
| 04:11 | together eight week curriculum and they told me Hey , | |
| 04:15 | we don't know how to do this . So I | |
| 04:17 | had that teacher explain it to them . Yeah , | |
| 04:19 | so it's sort of like a mentor . Yes . | |
| 04:22 | No . Yeah . Tell us a little bit about | |
| 04:25 | your school . Give us a little background on your | |
| 04:28 | school . We were founded and I founded it in | |
| 04:31 | 2000 and 10 . It's been going on , is | |
| 04:34 | going on . It's on 11th year . Um , | |
| 04:37 | it's in the poorest area of San Diego . We | |
| 04:40 | have about 96% of our kids are free and reduced | |
| 04:42 | lunch kids , which really caused a big issue for | |
| 04:45 | us during distance learning if you want me to share | |
| 04:48 | . But I feel like I'm very well academically . | |
| 04:51 | You know , we have always a long way to | |
| 04:52 | go , but we're really focused on instruction and on | |
| 04:56 | making sure students learn . We also have an engineering | |
| 05:01 | , um , pathway for the high school and in | |
| 05:03 | international studies , pathway for the high school . And | |
| 05:06 | most of our eighth graders go on to the high | |
| 05:08 | school . So we had our first graduating class this | |
| 05:11 | year . We had only 15 kids graduate . They | |
| 05:13 | weren't kids that were from our original school . They | |
| 05:16 | were kids that were really high needs . We're going | |
| 05:18 | to drop out . You know , they were at | |
| 05:21 | other schools that unfortunately had closed . So we had | |
| 05:24 | the 15 kids , and I think all of them | |
| 05:26 | had gone on either college or a trade school . | |
| 05:30 | So that was really exciting . And how did you | |
| 05:33 | use technology before the co vid shutdown ? Um , | |
| 05:39 | we did use it quite . I mean , we | |
| 05:41 | have one on one chromebooks for quite a long time | |
| 05:44 | , so it was easy to deploy them out to | |
| 05:46 | the community . And we have ah tech support for | |
| 05:49 | It's a small school , but we have tech support | |
| 05:51 | three days a week , so they're invaluable is fixing | |
| 05:54 | up Chromebooks . I don't know if anyone else has | |
| 05:56 | the same issues , but they break easily . Keys | |
| 05:59 | get lost things . Cameras don't work . So it's | |
| 06:03 | really important to have someone on staff that could do | |
| 06:05 | all that quick . Let's fix it , get it | |
| 06:08 | out to you , you know ? So we do | |
| 06:09 | have that as an advantage . We've had that always | |
| 06:11 | has an advantage . No , we did tutorial programs | |
| 06:15 | like Sort of like Math Wiz , which is a | |
| 06:17 | tutorial program in math . E think it's out of | |
| 06:20 | the United Kingdom , but anyway we've done that were | |
| 06:23 | it's adapted where the kids will do it as extra | |
| 06:26 | support for math and we have the same thing called | |
| 06:29 | reading a Dizzy , which we do for reading , | |
| 06:31 | which is the kids can read up their reading levels | |
| 06:35 | and move up accordingly . So we've always had those | |
| 06:37 | programs . But we've also had the online components to | |
| 06:41 | a lot of our curriculum . Eso once we when | |
| 06:45 | we went into distance learning , of course we went | |
| 06:47 | into the online curriculum , which it's good in some | |
| 06:50 | respects because they've really ramped it up . But I | |
| 06:52 | feel also like the superintendent , Peterson said . Peterman | |
| 06:56 | said Peter , which pursuant to his grandfather's requirements PTO | |
| 07:04 | yeah , I think there we have to learn to | |
| 07:08 | strength . We have to start streamlining it down and | |
| 07:11 | making it more , um , exciting and accessible for | |
| 07:14 | kids . I also feel like starting in middle school | |
| 07:17 | . The teachers really are more taskmasters . They want | |
| 07:20 | them to get homework done . And that doesn't really | |
| 07:23 | work for inner city kids because they don't have somebody | |
| 07:25 | to help them sit on them to get their homework | |
| 07:27 | done . So e feel like giving them time within | |
| 07:30 | their justice . Learning to do their work is gonna | |
| 07:33 | I don't know . We're gonna talk about it more | |
| 07:34 | , but they need to have time to practice and | |
| 07:37 | do the work within the time that they work with | |
| 07:39 | the teacher or in one on one time we had | |
| 07:41 | quite a few kids that would sit in and be | |
| 07:43 | there but would not turn in any assignments on . | |
| 07:47 | It wasn't really their fault . I think a lot | |
| 07:49 | of them don't have the study skills or the place | |
| 07:52 | at home toe work or they don't have the motivation | |
| 07:57 | . A lot of them , you know , it's | |
| 07:58 | just not a priority for them to sit down and | |
| 08:00 | do their work . So I feel like it wasn't | |
| 08:03 | as much with K six teachers as it was with | |
| 08:10 | the seventh through 12th grade . Teachers were like , | |
| 08:13 | Oh , they didn't do that assignment . They're going | |
| 08:14 | to get a D or an app in I don't | |
| 08:16 | know . That's like , Where are my focus is | |
| 08:18 | now on how toe put the assignments within the class | |
| 08:21 | , have it more meaningful . Don't make it such | |
| 08:24 | a deterrent for kids and , you know , so | |
| 08:26 | that that's where we're at with the distance learning . | |
| 08:29 | We're gonna have meetings starting next week . Getting teachers | |
| 08:31 | to help us like streamline this curriculum , make it | |
| 08:34 | exciting . So , you know , I think we're | |
| 08:36 | going to be at it for a while in California | |
| 08:38 | . I don't really know how long it's going to | |
| 08:40 | be that we Yeah , that's right , I think | |
| 08:42 | . Right . No question about it . Uh , | |
| 08:46 | yeah . You know , one of the things that | |
| 08:47 | you know studies that air starting to come out about | |
| 08:51 | school and work people doing it from home is that | |
| 08:55 | productivity and satisfaction with working from home is one of | |
| 09:01 | the biggest factors is having reasonable space to do it | |
| 09:07 | . So if you have to work from your you | |
| 09:09 | have to work from home and you have to do | |
| 09:12 | this on your bed . Uh , you know , | |
| 09:17 | because there's no desk in your house or you have | |
| 09:20 | no private space other than a small bedroom , um | |
| 09:25 | , people's productivity and their satisfaction with working from home | |
| 09:28 | goes way down . So , you know , I | |
| 09:30 | think your point , you know , extremely well taken | |
| 09:33 | . Um , you know , one of the things | |
| 09:35 | we talked about last week , I believe , were | |
| 09:39 | a bunch of tools that are available to make lessons | |
| 09:44 | more fun , you know , turning them into games | |
| 09:47 | , turning them into contests . Um , some add | |
| 09:50 | ons that you know could go on Google classroom or | |
| 09:53 | go on other systems , but I think that's definitely | |
| 09:56 | , you know , a major factor . So when | |
| 09:59 | you look at when you look out at your time | |
| 10:02 | horizon now . And you say , you know , | |
| 10:05 | we may be distance learning for the entire term . | |
| 10:10 | What ? You know what gives you the most anxiety | |
| 10:16 | ? I just know like we have first graders that | |
| 10:19 | Okay , we have first graders that were already , | |
| 10:22 | you know , far behind that weren't really , you | |
| 10:24 | know , getting the reading going . And I feel | |
| 10:27 | like , you know , how do you push them | |
| 10:30 | forward and make them readers ? And , you know | |
| 10:32 | , we've had meetings with parents . I think what | |
| 10:34 | , Really getting some kids on like , um in | |
| 10:38 | person tutoring is gonna be the way to go because | |
| 10:42 | , you know , I mean , when you have | |
| 10:43 | kids that are so far behind and there's the families | |
| 10:45 | can't really do much to help them . Even if | |
| 10:48 | they're in a small group reading a little bit with | |
| 10:50 | a teacher or a nay , that's not really giving | |
| 10:52 | them enough practice with reading . So I feel like | |
| 10:54 | the very beginning graves as faras . Getting them to | |
| 10:57 | become readers is crucial . And , uh , also | |
| 11:02 | , like you said , it is a good point | |
| 11:03 | . We have somebody but somebody desk . If if | |
| 11:05 | a family needs a desk , Hey , we'll let | |
| 11:07 | you have a desk . I think that I just | |
| 11:09 | thought of that since you said it because they might | |
| 11:12 | , because there were so many kids that were doing | |
| 11:13 | their lessons on their beds . Kid was actually in | |
| 11:17 | the bathroom because it was the only place that she | |
| 11:19 | could work where nobody would . It was a big | |
| 11:21 | family . E think that's a good idea to give | |
| 11:24 | them the tools they need . But I don't know | |
| 11:26 | . I feel like it has to be some kind | |
| 11:29 | of with safety . Have some groups of kids or | |
| 11:31 | some kids come in for more , um , in | |
| 11:35 | person instruction . Yeah . So you're sort of your | |
| 11:39 | your your idea is to sort of migrate towards a | |
| 11:42 | little bit more of a hybrid model . Um , | |
| 11:46 | I don't know if the government house it , but | |
| 11:48 | I don't know . We might just want to say | |
| 11:50 | , you know what with with distance learning , I | |
| 11:52 | think you know , it's gonna be a whole group | |
| 11:54 | of kids that are gonna be not reading . It's | |
| 11:58 | hard to catch kids up at a certain point , | |
| 12:00 | you know , this is gonna be almost yours for | |
| 12:02 | some kids , so , yeah , I think that | |
| 12:07 | maybe one of the legacies of this whole . Oh | |
| 12:10 | , period . Right . Uh , where were you | |
| 12:14 | going ? To try to get , you know , | |
| 12:16 | maybe the lessons shortened up and more time within small | |
| 12:19 | groups working with them . Yeah . Yeah . Um | |
| 12:25 | , yeah . Do you have tutors ? Who will | |
| 12:27 | go to students , homes ? We probably could make | |
| 12:31 | it happen . We have a lot of , you | |
| 12:34 | know , young paraprofessionals that could probably do that . | |
| 12:37 | But I think the experience of a teacher teaching reading | |
| 12:40 | is really important . Now , we also have a | |
| 12:42 | program that through the ASIS program and hasn't launched yet | |
| 12:46 | . But it's AARP volunteers that read with kids on | |
| 12:49 | , and it's gonna be on virtually online . So | |
| 12:51 | we'll see . There's different ways . It's just a | |
| 12:54 | matter of I felt like the teachers handle the majority | |
| 12:59 | of the brunt work . And the parents did not | |
| 13:01 | really come forward as's faras . Okay , You know | |
| 13:05 | , we need you to help with this , you | |
| 13:07 | know , some of them did majority of them . | |
| 13:10 | We're not that involved , you know , And so | |
| 13:13 | I think it has to be on the school . | |
| 13:14 | The school has to be the place where the kids | |
| 13:16 | learn to read , At least in my community . | |
| 13:18 | Well , the kids , I would say about 75% | |
| 13:22 | . Yeah . Interesting . I mean , just go | |
| 13:26 | back to for a second to Dr Pedersen . So | |
| 13:28 | you're teaching very specialized subjects , Which the parents , | |
| 13:32 | I mean , teaching , reading . You know , | |
| 13:35 | almost every parent can do that . But teaching , | |
| 13:40 | you know , a Tektronix cosmetology . Uh , culinary | |
| 13:47 | arts . What ? We started to think about what | |
| 13:51 | we tried our best . Thio bless you . We've | |
| 13:54 | tried our best to to provide some of the resource | |
| 13:59 | is to the students . Like having the mannequins for | |
| 14:02 | cosmetology , working on some basic Lego sets for some | |
| 14:08 | robotics . But that was that was a real challenge | |
| 14:13 | . Yeah , especially when in , uh , we | |
| 14:16 | were We were fortunate because in the state of New | |
| 14:18 | Jersey , they allowed virtual hours because we actually licensed | |
| 14:22 | by our students . They become licensed for licensed cosmetologist | |
| 14:26 | in the state of New Jersey . So and it's | |
| 14:28 | based on hours . So they allowed us to use | |
| 14:30 | virtual hours , But some of the other vocations , | |
| 14:34 | not so much . I mean , you still need | |
| 14:36 | time , you know , to become certified in a | |
| 14:39 | break specialist or even our certified nursing assistants . We | |
| 14:43 | had a c n A program . They weren't able | |
| 14:45 | to get their time , so we had to find | |
| 14:47 | creative ways , and they're gonna have to do that | |
| 14:49 | to in order to just satisfy those requirements . Yeah | |
| 14:55 | . How do you ask parents to be involved with | |
| 14:58 | this kind of education ? But when I was listening | |
| 15:01 | to Jan speak , I realized , too , that | |
| 15:05 | we were talking about that . This is a challenge | |
| 15:07 | for teachers . This is a challenge for some parents | |
| 15:10 | because they've never learned this way and already , you | |
| 15:13 | know , the math is different than probably most of | |
| 15:15 | us have learned when we were kids . Eso that's | |
| 15:18 | already that looks different , Andi , some of the | |
| 15:21 | subjects because we have diversified our curriculums to try to | |
| 15:26 | be , you know , you know , to try | |
| 15:28 | toe B'more all encompassing all the good old stories that | |
| 15:32 | we that everyone read before it's not . They don't | |
| 15:35 | even have a base for that anymore . So So | |
| 15:37 | I think it z it's very foreign for some of | |
| 15:40 | our parents . And , uh , what we did | |
| 15:44 | was we tried to just and I think we're gonna | |
| 15:46 | We need to do a better job with it . | |
| 15:48 | But we had a bunch of parent meetings . Yeah | |
| 15:52 | , and just to hear what they had to say | |
| 15:55 | somewhere one of the some of the feedback that we | |
| 15:58 | got was they were uncertain of our schedule . So | |
| 16:02 | therefore , when Because when we had a student who | |
| 16:05 | didn't sign in , we had secretaries and paraprofessionals calling | |
| 16:10 | that home repeatedly until they got somebody because we didn't | |
| 16:14 | know what was going on with that child . So | |
| 16:15 | we were trying to make sure that we knew what | |
| 16:18 | was going on And , you know , in one | |
| 16:19 | of the scary things that I say not toe , | |
| 16:22 | um , not to be too scary , But I | |
| 16:24 | remind our teachers that , you know , when we | |
| 16:27 | went into lock down , you know that the numbers | |
| 16:30 | of child abuse and sexual abuse , you know , | |
| 16:32 | went toe almost near zero . It's not because people | |
| 16:34 | were acting better , but because those mechanisms to report | |
| 16:39 | those things which are us weren't available . And I | |
| 16:42 | know that's a little That's a rough thio here , | |
| 16:45 | but I think it's powerful . I mean , not | |
| 16:47 | that I'm tryingto rush anybody back , but it's important | |
| 16:51 | because that's a serious . That's a real serious thing | |
| 16:55 | . So we try to make sure that our that | |
| 16:58 | we communicated to the parents . But we found out | |
| 17:00 | , though , that they didn't know our schedule enough | |
| 17:03 | . So we had to do a better job with | |
| 17:04 | that , but also that they didn't know what their | |
| 17:06 | expectations were . And we have to make that clear | |
| 17:08 | . To have a parent academy to say This is | |
| 17:11 | what we expect you to do . You need to | |
| 17:12 | make sure your child gets up to check in the | |
| 17:15 | homeroom Everyday . Your child needs to do this , | |
| 17:18 | the homework every day and what that is and what | |
| 17:20 | that looks like . And no , it's not whenever | |
| 17:23 | he or she wants it . It has to be | |
| 17:25 | done at this time or that time and just be | |
| 17:27 | , ah , lot clearer with all of those instructions | |
| 17:30 | , because the parents were home and they were Most | |
| 17:33 | of them were doing work that they had to do | |
| 17:35 | . Yeah , yeah , yeah , Anyone else want | |
| 17:40 | to share their experience relative to these subjects ? You | |
| 17:45 | know , these air , you know , fantastic fundamental | |
| 17:48 | questions that I think everyone is dealing with , and | |
| 17:50 | unfortunately , everyone's gonna continue to deal with anyone else | |
| 18:10 | . Give it a second Jan . I think you | |
| 18:12 | and I did a great job . E . I'll | |
| 18:17 | just I'll share with you . Great . This is | |
| 18:20 | Dave , from lemons to Mass and We're under a | |
| 18:25 | crazy situation here . I'm gonna put my here . | |
| 18:29 | You are ? I'm on the beach , up in | |
| 18:31 | Maine right now . We're on vacation like Alright , | |
| 18:35 | alright , we're cutting . We're cutting you off right | |
| 18:38 | now , but Okay , go ahead . We'll let | |
| 18:42 | you will let you through this time . Go ahead | |
| 18:44 | . Look at that beautiful beach behind . Yeah , | |
| 18:47 | there it is . So keeping social distancing . Yeah | |
| 18:53 | , we're at least 20 ft apart . Yeah , | |
| 18:55 | but the problem here in Massachusetts , we're seeing a | |
| 19:00 | rise now again , Cove in instead of to increase | |
| 19:03 | again . So they're thinking of going back to stage | |
| 19:06 | two . You know , they were at a different | |
| 19:08 | stage , and now they're thinking of reverting back as | |
| 19:11 | superintendent . Our school committee have still not decided . | |
| 19:14 | Are we going remote learning ? Are we going ? | |
| 19:17 | It was gonna be a hybrid . Are we going | |
| 19:20 | bit ? And without that , you know , our | |
| 19:22 | schedule isn't even done in the high school . So | |
| 19:24 | I'm a high school assistant principal of 1800 kids and | |
| 19:28 | we don't even have a schedule yet , so I'm | |
| 19:32 | starting to think we're probably go back remote again . | |
| 19:34 | The problem I saw with it all is they didn't | |
| 19:37 | know what to do when they first sent us off | |
| 19:39 | around . You know , ST Patrick's Day . Everyone's | |
| 19:42 | going remote , learning for a couple of weeks plan | |
| 19:44 | for a couple of weeks . Then it turned into | |
| 19:47 | the rest of the school year and nobody really knew | |
| 19:52 | the right or wrong way toe handle it . And | |
| 19:56 | now I'm looking at We're going back without a plan | |
| 20:01 | and everybody just got credit or no credit . We | |
| 20:04 | can't go back like that because as soon as the | |
| 20:06 | kids here credit no credit , they do two or | |
| 20:09 | three assignments . They know they're going to get some | |
| 20:10 | form of credit . And and our superintendents directive was | |
| 20:13 | , if they do something , they're getting credit . | |
| 20:16 | We're not gonna hold it against anybody , And that | |
| 20:18 | really came down from the state . So now , | |
| 20:20 | going into this year , way can't go on credit | |
| 20:24 | . No credit . There's gotta be some grading . | |
| 20:26 | They've got toe because , like I heard a woman | |
| 20:29 | from San Diego , she's saying kids with some some | |
| 20:33 | disabilities that have fallen behind same here , you know | |
| 20:37 | , K to 12 kids that aren't getting the services | |
| 20:39 | that they need . Uh , and I don't know | |
| 20:43 | . I don't know what the answer is because we | |
| 20:44 | have no direction from the state all the way down | |
| 20:47 | . It's a nightmare . Yep . And I don't | |
| 20:50 | know where we stand . Nobody does . And everyone's | |
| 20:54 | I'm getting phone calls and emails . The other administrators | |
| 20:57 | , uh , nobody has an answer . Nobody knows | |
| 21:00 | who's driving the truck right now . It's crazy . | |
| 21:02 | So it is the racket . Yes . Edward , | |
| 21:05 | do you mind if I follow up with David Eso | |
| 21:09 | David ? One of the things that's happening in New | |
| 21:11 | Jersey just today they're having a bill to do remote | |
| 21:14 | learning for everybody . But those specialized populations , like | |
| 21:17 | special needs students because we know that for the certain | |
| 21:21 | populations , if they don't have contact on some kind | |
| 21:23 | of regular basis , they will . They will definitely | |
| 21:27 | fall behind one of the things that we're doing here | |
| 21:30 | And what this is why I planted this way . | |
| 21:33 | We use that half day schedule . Yeah , And | |
| 21:36 | then what we're gonna do is so this way you | |
| 21:38 | get to see every you follow your schedule , you | |
| 21:41 | could still create your schedule the same way that you | |
| 21:43 | would . Anyway , here's your half day schedule and | |
| 21:46 | then building in the afternoon all of the individual time | |
| 21:49 | , so there's some There's actual contact time virtually during | |
| 21:54 | that half day until 12 30 . And then they | |
| 21:56 | have the students have more time to actually do the | |
| 22:00 | independent lessons afterwards , my feeling was , this Is | |
| 22:03 | that because I don't know and I'm telling my principles | |
| 22:06 | this because we don't know what to expect . Let's | |
| 22:09 | expect everything . So let's let's have a schedule . | |
| 22:12 | So that this way , right now , we're using | |
| 22:14 | , like , a modified half a baby schedule . | |
| 22:17 | But what if we were told that we have to | |
| 22:19 | come back ? 100% will follow that schedule . But | |
| 22:22 | if we were told that maybe , God forbid , | |
| 22:25 | we have one of our students could or somebody gets | |
| 22:28 | contracts and we had to shut down for two weeks | |
| 22:30 | , we could go full remote and still follow the | |
| 22:32 | same schedule so that it doesn't matter whether we're in | |
| 22:36 | or not . It's gonna look the same , and | |
| 22:38 | it will be less work because at least you'll have | |
| 22:40 | that master schedule done way . Also went through Budget | |
| 22:44 | cuts were one of the one of the few district's | |
| 22:47 | in Massachusetts that cut Danny . How many teachers that | |
| 22:50 | we got from the district ? How many teachers in | |
| 22:53 | the district ? Yeah , weight , 168 teachers lost | |
| 23:01 | their jobs ? No , about a month and a | |
| 23:04 | half ago , they cut . Uh , we're still | |
| 23:09 | , you know , I hate toe stay things , | |
| 23:11 | but it's like a micro management up at the top | |
| 23:14 | . People up there , the curriculum coordinator in the | |
| 23:17 | super telling us , you know , just count the | |
| 23:19 | number of students divided by the teachers . That's how | |
| 23:22 | many staff you need . They still want to cut | |
| 23:24 | some staff at the high school to use at the | |
| 23:27 | lower levels . And I'm like , how do we | |
| 23:30 | not have these answers yet ? I mean , I | |
| 23:33 | guess first is around the corner and we're trying to | |
| 23:36 | build a hybrid . We've been asked to build a | |
| 23:37 | hybrid model , so we're gonna go a week , | |
| 23:39 | be weak . So a week was gonna be freshmen | |
| 23:42 | in juniors and be week was gonna be sophomores and | |
| 23:46 | seniors . So a week freshman and juniors are in | |
| 23:50 | the classroom and the sophomores and seniors remote learning . | |
| 23:56 | Then the following week , it flips . That's the | |
| 23:59 | plan that we've come up with , and we're still | |
| 24:02 | , but they want 30 kids in a class . | |
| 24:04 | It za lot for online learning , baby have a | |
| 24:07 | lot of issues , David . If it gets too | |
| 24:09 | frustrating . Come down to New Jersey , I'll take | |
| 24:11 | care of you . We have beaches here , too | |
| 24:13 | . A . And this is my one week , | |
| 24:18 | a year , one week a year that Z lobster | |
| 24:21 | rolls got tread . I have graduation Friday , Saturday | |
| 24:26 | eso I'm going . I'm going home tomorrow because we | |
| 24:29 | have graduation rehearsal Friday . That's gonna be a We'll | |
| 24:33 | be back to your principal , go back to your | |
| 24:35 | principal and threaten him , say , or threaten him | |
| 24:37 | or her and say , Listen , you just got | |
| 24:38 | a job offer from the Superintendent , New Jersey So | |
| 24:40 | maybe they'll be Oh , hey , I might take | |
| 24:45 | you up on that . I might take you up | |
| 24:47 | on that . Thank you so much . You know | |
| 24:50 | , I'll say , this is an issue where the | |
| 24:55 | people in the , you know , the top administrators | |
| 24:59 | and state level . They're really not experts who are | |
| 25:05 | prepared to make these kinds of decisions . Andi think | |
| 25:10 | they're afraid to make them , because if something happens | |
| 25:13 | , they don't wanna be said . It's your fault | |
| 25:16 | . Exactly . Exactly . So you know your you | |
| 25:21 | in this in this situation at the school level , | |
| 25:25 | you're like lieutenants who are leading a platoon where you're | |
| 25:29 | like connection with the headquarters , and there's a war | |
| 25:34 | going on . Well , what do you need to | |
| 25:35 | do there ? You need to make the decisions that | |
| 25:38 | you're gonna be left with . No , you're listening | |
| 25:41 | to you . I can hear it . You're thinking | |
| 25:43 | , What am I gonna do ? I'm gonna make | |
| 25:45 | these decisions . I'm gonna do the best I can | |
| 25:47 | in this situation . You know , I'm gonna take | |
| 25:50 | care of my platoon the best way I can . | |
| 25:52 | Uh huh . You know , when you get back | |
| 25:55 | , you know , and the general tells you what | |
| 25:57 | a great job he or she did , You know | |
| 25:59 | , you're going to say , you know , you | |
| 26:01 | did nothing . I did it , I did it | |
| 26:03 | . And I really think that as a management matter | |
| 26:08 | , you know , here's a system that's set up | |
| 26:11 | is a bureaucracy with all this central theoretically , all | |
| 26:14 | this centralized control . And yet now they've , like | |
| 26:17 | , cut the strings and it's , you know , | |
| 26:22 | not you know , not good . That's the bad | |
| 26:24 | news . The good news is , most of you | |
| 26:26 | people are highly prepared . You know , you're very | |
| 26:29 | experienced , you know . You understand the situation , | |
| 26:32 | you know you you know , you know , the | |
| 26:35 | ins and outs of the educational system and you could | |
| 26:38 | do a good job , but it would really be | |
| 26:42 | better if they would just say , Hey , look | |
| 26:44 | , here's a budget . Do the best you can | |
| 26:46 | with this , but they're going to continue to micromanage | |
| 26:49 | on the one hand , and on the other hand | |
| 26:52 | , you specific instructions about how to proceed . You | |
| 26:57 | know , Jan What ? You know , how does | |
| 26:58 | this discussion what we have to do ? A continuation | |
| 27:04 | of learning plan , that is , We used to | |
| 27:07 | have something called the Elk Calf , which was our | |
| 27:09 | plan with our goals and how the budget connects to | |
| 27:12 | it . So we have this major plan that we're | |
| 27:14 | gonna be . Sandy is the principal at the cage | |
| 27:16 | she's onto , but we're trying . We're gonna put | |
| 27:18 | together a major plan with stakeholder input and everything to | |
| 27:22 | get , you know , the distance learning up The | |
| 27:25 | federal funds also are about how to get kids Thio | |
| 27:31 | make up for the lost time . There's a lot | |
| 27:34 | of funding coming out , but it is being managed | |
| 27:36 | where you have to come up with major plans to | |
| 27:38 | do it . It's a lot of work , So | |
| 27:42 | , yeah , I don't think any of us have | |
| 27:43 | had a vacation this year , so we're just pumping | |
| 27:46 | it out . But I also feel like three other | |
| 27:49 | people were saying it's very important to be flexible with | |
| 27:53 | the schedule . So we've , like , knocked an | |
| 27:56 | hour off of the day . Maybe we need to | |
| 27:57 | not even more time , like off a little more | |
| 28:00 | time off . So the afternoons could be spent on | |
| 28:03 | doing a lot of this re teaching and support for | |
| 28:06 | students and special ed support . And you know all | |
| 28:09 | those things you need time to do it . And | |
| 28:11 | I don't think teachers should be expected to go past | |
| 28:15 | the workday . You know , I think in the | |
| 28:17 | last year these kids were like , emailing texting teachers | |
| 28:21 | till all hours of the night . And I feel | |
| 28:23 | like we have to set a standard to say , | |
| 28:25 | you know what ? This is your work time . | |
| 28:26 | This is the time you need to do this , | |
| 28:28 | and you're that's it because I feel teachers Also , | |
| 28:30 | we're getting really burned out by the zoom meetings and | |
| 28:33 | by all the things going on . So I like | |
| 28:36 | the fact of keeping the day a little shorter and | |
| 28:39 | then keeping the afternoon more for enrich academic , um | |
| 28:42 | , you know , intervention , right ? Yeah . | |
| 28:45 | Edward , another sobering foot . May I ? Please | |
| 28:49 | , please ? Another sobering thought way lost one of | |
| 28:52 | our power professionals who have been in the district for | |
| 28:55 | 40 years . Miss Marquita Hobbs . And we were | |
| 28:59 | already in quarantine . But as we're talking to some | |
| 29:03 | of our students and my director is talking , we | |
| 29:04 | have some of our classified students who are very well | |
| 29:08 | are very vory upset and concerned about coming back . | |
| 29:14 | Could you imagine ? And this is something I think | |
| 29:16 | we everybody , every leader has Thio keep in mind | |
| 29:20 | what would occur . And you talk about the social | |
| 29:24 | emotional learning and talking about the emotional impact that would | |
| 29:27 | have if we went back . And one of our | |
| 29:31 | teachers or one of our students contracted the virus and | |
| 29:36 | passed away from it . You know , once again | |
| 29:40 | you said I'm a lieutenant , so we do our | |
| 29:42 | jobs . But that is something that that weighs on | |
| 29:45 | me every single day . That what you know , | |
| 29:49 | And you know , all the the rippling effects of | |
| 29:52 | what ? That what that does and how that would | |
| 29:55 | . That would just be a devastating blow for any | |
| 29:58 | any school community . Yeah . No , that's I | |
| 30:02 | am , Yeah , it's just such a powerful point | |
| 30:05 | . and it's absolutely true . Andi , uh , | |
| 30:11 | it would forever , um , affect the reputation of | |
| 30:15 | that school . People would know it . That's the | |
| 30:17 | school where this teacher , you know , got sick | |
| 30:21 | , blah , blah , blah , you know . | |
| 30:22 | So , anyway , yeah , the powerful point , | |
| 30:25 | which I think is the reason you're seeing now is | |
| 30:27 | more schools based . This issue of actually making specific | |
| 30:31 | This is also the , you know , with the | |
| 30:33 | higher ed level and K through 12 , as more | |
| 30:35 | than just more of them are deciding not to go | |
| 30:38 | back for in person classes . There's a million logistical | |
| 30:42 | problems which you you know , you've touched on many | |
| 30:45 | of the good ones . So I promised people we | |
| 30:48 | keep this to a Knauer . Were a minute over | |
| 30:50 | an hour . You've been fantastic . I gotta say | |
| 30:54 | , I mean , so you know , thank you | |
| 30:57 | very much . You know , Jan and David and | |
| 31:01 | Dr Peterson and I really appreciate your your willingness Thio | |
| 31:08 | talk candidly on bond shared your you know , your | |
| 31:13 | knowledge and your wisdom about all this . So that's | |
| 31:16 | been great . Eso we're gonna wrap it up ? | |
| 31:19 | We're gonna be back . So we've a for some | |
| 31:23 | stuff , focused on training and most asked , or | |
| 31:27 | your participation then . So everybody have a wonderful rest | |
| 31:31 | of the day and a good week . And And | |
| 31:34 | I hope the federal government sends you a giant check | |
| 31:37 | . And , uh , so that thank you very | |
| 31:42 | much . And , uh , thank you , Professor | |
| 31:47 | . Thank you , Mike Honda . Thank you very | |
| 31:50 | much . Yeah , Thanks . Everybody hope everyone has | |
| 31:53 | a great rest of the week . I'll try one | |
| 32:03 | more day , one more day . Take care , | |
| 32:07 | guys . And thank you . Thank you , sir | |
| 32:33 | . Thanks . That beast picture just ain't fair . | |
| 32:39 | It ain't right . Yeah . Yeah . Where you | |
| 32:44 | It looks like you're in , uh , hunting and | |
| 32:46 | fishing the world there . Find bluff , Arkansas . | |
| 32:51 | Oh , wow . Wow . All right , well | |
| 32:54 | , have a good day . Go fishing . Take | |
| 32:58 | care . |
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