Whether it is remote, distant, online, virtual, or different descriptors, the language to describe teaching, learning, and today’s education experience has changed. These different descriptors have also changed the “learning settings” for our students and their educators. As districts work to understand settings for learning and restart, there is much to be learned from data gathered prior, during, and to come.   

As reflective leaders, it is important to think about what you might want to start, stop or continue doing to optimize learning. In doing so, what data would you like to collect now and in the future? What is to be learned in your district? From the community, classroom and to the boardroom, it may now be more important than ever to gather data in your system. 

As schools strive to create safe and flourishing learning environments, school systems are immersed in greater complexity in the forms of both internal and external factors. Luckily, today’s technology solutions can support with data to answer questions about remote learning such as:

  • Who has access to devices? Internet?

  • Who is logging in and actively participating?

  • Are our students making progress in their learning?

  • Which students need intervention and acceleration?

 

As you proceed, what might you want to start, stop, or continue as you organize learning with adaptive mindsets? For example, for schools facing a digital divide as a result of the pandemic, data on what students have internet-enabled devices and internet access would be most relevant. Next, those schools will need to know which students are actively engaged in learning and which need extra support. 

Further, how will your district define engagement? Reflecting on this, schools and districts may deepen expectations on what counts for mastery in these flexible and nimble environments. 

While the inquiries are infinite, the opportunity to access your data can support your decision-making. What’s your remote to re-start next step? Leave a comment and let us know what your school district is planning. 

Follow up Resources

Is your district transitioning from Remote to Restart? See how the Remote Learning Dashboard can help your district.

Contact us to get started!

CATCH OUR AUTHOR:

on June 23 from 10-12 PST/1-3pm EST.

The goal of the Ready for Anything Institute is to bring together a coalition of diverse minds and voices to spark deeper conversations in these uncertain times about how to truly make education the great equalizer. Between shutdowns and persistent opportunity gaps, honest discussions and critical reflection can play a vital role in how we go forward. Bringing together experts and seasoned leaders who understand what educators are facing and how we might effectively pivot can spawn action, change lives, and start movements.

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ABOUT OUR AUTHOR

Frances Marie Gipson, PhD

Frances Marie Gipson is a clinical associate professor of education in the School of Educational Studies at Claremont Graduate University, and also serves in the capacity of Director of the Urban Leadership Program. Prior to this role Dr. Gipson served as the Chief Academic Officer of the second largest school district in the nation.  Gipson’s leadership has been formally recognized from her peers, higher education, and national organizations ranging from Administrator of the Year Award from ACSA, the Tae Han Kim award for humanitarian and cultural accomplishments, CSULA Day of the Educator award for excellence in fieldwork supervision, Excellence in Urban Leadership Award, Top 30 Trailblazers, Technologists, and Transformers by the Center for Digital Education, AALA President’s Award, Sanford Inaugural Scholar, and most recently Distinguished Alumni by CGU.

Gipson believes that “living in the system” and “disturbing the system” are both critical to agency and advocacy for youth, and ensure that our communities are at the center of all decisions. She is inspired to coach, mentor, and support the next generation of urban leaders who will promote flourishing urban school systems.