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States: It’s not too late to guide districts on teaching and learning

written by Emily Ayscue Hassel and Bryan C. Hassel on August 4, 2020

CRPE, August 4, 2020, by Emily Ayscue Hassel and Bryan C. Hassel

One striking finding of the CRPE and Public Impact review of state reopening plans is what’s not there: the primary purpose of schools, teaching and learning. During COVID-19, states are giving districts only minimal guidance and support about teaching and learning. Yet district and school leaders are already working around the clock to plan for social distancing, health checks, contact tracing, and device distribution, among other vexing challenges.

In effect, states are dumping the instructional planning burden during an unprecedented modern pandemic onto teachers’ laps (or laptops).

Students—especially the myriad vulnerable to trauma and learning loss—will pay the price.

Yet it’s not too late for states to lead on teaching and learning by providing a targeted set of high-impact expectations for all districts to meet when some or all students are learning remotely. If states required just these expectations—and backed the requirement up with support—vastly more districts would have strong instructional plans to guide teachers. Read the full column…

About Emily Ayscue Hassel

Emily Ayscue Hassel is Co-Director of Public Impact. She provides thought leadership and oversight to Public Impact’s work on teacher and leader policy, organizational change, parental choice of schools, and emerging opportunities for dramatic improvement in pre–K to grade 12 education. Ms. Hassel is leading Public Impact’s effort to develop and refine school and staffing models for reaching more students with excellent teachers. Her work has appeared in Education Week, Education Next, and other publications; she blogs for Education Next and is a frequent guest blogger on other forums, such as Education Week. Ms. Hassel was named to the inaugural class of the Aspen Teacher Leader Fellows program, designed to cultivate and support teacher leaders who are working to improve the teaching profession and student outcomes. She was previously a consultant and manager for the Hay Group, a leading human resources consulting firm. Ms. Hassel received her law and master in business administration degrees from the University of North Carolina at Chapel Hill, where she served on the North Carolina Law Review. Read more...

About Bryan C. Hassel

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