Districts and schools are confronting the learning loss caused by missed school time so far. Opportunity Culture schools—90 percent of which are Title I—have a special responsibility and opportunity to reverse that learning loss with the same method they’ve used for years: highly connective, high-standards instruction that helps more students achieve high-growth learning. Multi-Classroom Leadership by teachers with a high-growth track record is the foundation.

What can that look like if some students and teachers need to stay home, or if schools open, then shut, in waves in the coming school year?

A new working draft from Public Impact—Multi-Classroom Leadership with Students and Teachers in Multiple Locations: School Model Options—offers three detailed scheduling and staffing model options for Opportunity Culture schools faced with those conditions, highlighting the advantages and disadvantages of each. We will continue to develop these and other options through feedback and experience; send us your feedback here.

Districts not using Opportunity Culture may also find these useful for planning, and may be able to introduce modified Multi-Classroom Leadership quickly; contact us for help. [Read more…]

Districts and schools are confronting the learning loss caused by missed school time so far. Opportunity Culture schools—90 percent of which are Title I—have a special responsibility and opportunity to reverse that learning loss with the same method they’ve used for years: highly connective, high-standards instruction that helps more students achieve high-growth learning. Multi-Classroom Leadership by teachers with a high-growth track record is the foundation.

What can that look like if some students and teachers need to stay home, or if schools open, then shut, in waves in the coming school year?

A new working draft from Public Impact—Multi-Classroom Leadership with Students and Teachers in Multiple Locations: School Model Options—offers three detailed scheduling and staffing model options for Opportunity Culture schools faced with those conditions, highlighting the advantages and disadvantages of each. We will continue to develop these and other options through feedback and experience; send us your feedback here.

Districts not using Opportunity Culture may also find these useful for planning, and may be able to introduce modified Multi-Classroom Leadership quickly; contact us for help.

Model Options for Partial At-Home Learning

• Half-and-Half: Up to half of students work every day in the school building, while the rest attend from home every day.
• Alternating Days: Students attend school in person on alternating or paired days, attending from home on the other days.
• Alternating Weeks: Students attend school in person on alternating weeks, attending from home in the other weeks.

[Read more…]

To understand how North Carolina’s 115 school districts are dealing with school closures, Public Impact and EducationNC joined forces to develop the NC District Response to COVID-19 School Closures Database. Read more about the database below, as well as an opinion piece on what the data tell us so far from Public Impact’s co-presidents.

Why a Database?

We decided to do this after seeing the informative database that the Center on Reinventing Public Education (CRPE) developed last month, which tracks how the nation’s largest public school districts have shifted instruction, student support, and organizational operations. Our database is just a start, with missing pieces to be filled in and updated as responses change.

Organized by 11 indicators—each falling into one of three categories: curriculum, instruction, and equity/access—our database pulls information from district websites and social media, plus responses from an EducationNC survey sent to all North Carolina superintendents. The database will highlight districts’ creative approaches to disseminating information and implementing at-home learning strategies, as well as challenges, such as technology. We hope education leaders and policymakers can use this information to determine the best ways to support schools, educators, and students.

See the EdNC post about the database for more details, including how to use it, and send your feedback to EdNC’s Molly Osborne as we continue to update it and analyze the trends within districts.

We thank EdNC for the opportunity to work together on this database and for their excellent, ongoing work to provide nonpartisan news, data, and research about the major trends and challenges facing education in North Carolina.

Next Steps for the State and Districts—Opinion

Public Impact’s co-presidents, Emily Ayscue Hassel and Bryan C. Hassel, took a close look at what the data tell us so far. You can read their full perspective piece here, on EdNC.org.

Their finding in a nutshell: Very few of the state’s 115 districts are ready to provide high-growth student learning with students and teachers at home. How could they be? None of the districts expected this situation, but now that it may be here to stay for a while, it’s time to address some missing elements: technology to connect all students with teachers, protocols for using technology well, and the support teachers need to ensure high-growth learning—especially for our most vulnerable students.

The Hassels looked at the data with the belief that has guided them through two decades of work: All students can make high learning growth, despite enormous challenges—if they and their educators have the right guidance and resources. Both research and the stories of educators who have made it happen in the most difficult of circumstances tell us this.

But the research shows that overall, online-only learning has failed students. As North Carolina districts turn to some form of online learning, the Hassels write, state leaders must provide the guidance, resources, and support to help districts provide technology and support for it; set clear expectations for the frequency, duration, and nature of videoconference learning; and expand small-team leadership by high-growth teachers, or “multi-classroom leaders,” rapidly, so that all teachers are part of a team getting strong instructional guidance and support, and frequent collaboration.

North Carolina districts have a long way to go to meet these goals; read the details in the Hassels’ column, and we’ll have more to come in the next few months. As the Hassels write:

“There’s still a lot to learn about how to make school-at-home as effective as possible. We’ve begun to examine how Opportunity Culture schools with multi-classroom leaders are responding, and we’re very excited to work with EdNC to document what’s happening statewide.

“As we continue to update this database, we hope to also continue together sharing stories, emerging data, and possible next steps needed to achieve that vision: all students making the high-growth learning of which they are capable, even in these challenging times.”

Read their full column here.

Opportunity Culture Fellows are educators with a track record of high-growth student learning who lead more students, fellow teachers, and, as principals or assistant principals, whole schools. This week, we added to the collection of stories and tips from these field leaders focused on helping students learn—and supporting their social-emotional health—no matter what challenges they or their students face.

See links below to each educator’s story. They all shared their thoughts on what schools and districts should consider if at-home learning continues into the fall or recurs sporadically, including:

Team Leadership

Continue to Support and Develop Your Team’s Ability to Teach Well

—Have a distributed leadership structure in place, as Opportunity Culture provides. The shift to at-home teaching and learning is dramatically eased for Opportunity Culture schools, with principals supporting and supported by a leadership team of multi-classroom leaders, who in turn support small teaching teams. The built-in structures of support and collaboration shifted from in-person to videoconferences and phone calls, but otherwise stayed largely the same.

—Maintain multi-classroom leader (MCL) team routines: Multi-classroom leaders continue to meet at least weekly online as a team for planning and student learning data analysis, and in one-on-one meetings with each team teacher. They also continue online with coaching, co-teaching, modeling instruction, and leading small groups.

—Encourage teachers to fill in for one another. The stresses on teachers who are caring for their own children or other family members at home were high on Principal Kristen Boyd’s mind. Encouraging teachers on the same teams to alternate or provide backup for videoconference teaching sessions may make an at-home teaching schedule more doable.

Instruction

Plan Ahead

—Keep aiming for high-standards, high-growth instruction. “Don’t think about any barriers right now,” Principal Jeremy Baugh said. “Just pretend that every single kid is online, they’re going to show up to your class when they’re supposed to show up—what exactly would that look like?” That exercise, Baugh said, opened his team up to create a better environment for learning. [Read more…]

Over the past week and a half, Public Impact’s Sharon Kebschull Barrett has interviewed many current and past Opportunity Culture Fellows about their shifts to at-home learning—what’s going well, what worries them, and what tips they have for other Opportunity Culture educators and districts.

Use this link to find these stories of how great teachers adapted in the early weeks after school closures—four columns so far, with more to come next week, including some from Opportunity Culture principals.

Opportunity Culture Fellows are chosen for their leadership and success helping students make high learning growth. But more than anything right now, these educators miss and worry about their students. They have connected with every student they possibly can (and worry greatly about the few they haven’t reached), and say their first concern was students’ food and safety. Many praised their districts for quickly replacing school breakfasts and lunches—and distributing technology for teaching and learning from home.

After taking care of basics, these great educators are back to focusing on helping students achieve their learning potential. Here are some of their tips for other educators—read their full stories for more:
[Read more…]

With little time to prepare for at-home teaching and learning, Opportunity Culture educators are bravely and innovatively doing what’s best for students.

We’re not surprised: Each year, we report the latest Opportunity Culture statistics in our online dashboard. Opportunity Culture—currently composed of 90 percent Title I-eligible schools—continues to expand Multi-Classroom Leadership, growing 50 percent annually, on average, and empowering well-paid multi-classroom leaders to help a wide range of teachers produce higher-growth learning.

“Opportunity Culture continues to grow and thrive, making clear differences in the lives of many more students and teachers. Public Impact applauds schools and districts for having strong teaching teams and leaders who are guiding the transition to at-home learning,” said Lucy Steiner, senior vice president for educator excellence and implementation services.

Public Impact analyzes the dashboard annually to improve materials and our work with Opportunity Culture schools and districts. Our goals include reaching all students with high-growth learning, reaching 50 percent more schools on average with Opportunity Culture roles each year, and making changes that educators love due to the increased opportunities and support they receive. [Read more…]

By Sharon Kebschull Barrett; first published by EducationNC, March 18, 2020

Can deep dives into large flows of student learning data actually lower teacher stress? Successful multi-classroom leaders, who lead small teaching teams in data analysis, say yes. When schools focus on small teams led by highly successful teachers, they help address the concerns North Carolina teachers expressed in a recent EdNC.org survey about professional development on using data and about having time to analyze and use data.

In the survey, to which 822 self-selected teachers responded, teachers generally expressed confidence in their ability to use data to improve instruction, and said using it is important. But only about half agreed that their school or district provides enough professional development about using data (56%) and accessing data (58.8%), and only half agreed that their school or district’s professional development is useful for learning about data use (50.1%).

That’s a huge missed opportunity, and one that schools using Opportunity Culture models — centered on Multi-Classroom Leadership — directly address. Multi-classroom leaders, or MCLs, are teachers with a record of strong student growth who provide intensive, job-embedded guidance and support to teachers that focuses on what they and their students need right now to succeed. Read more…