https://padlet.com/cpitts13/group3 Please share your unabashed ideas and responses here. The more notes and the more you interact, the better! en-us 2021-05-21 20:10:13 UTC 2021-05-25 17:52:16 UTC hello@padlet.com https://padlet.com/cpitts13/group3/wish/1558262764 - Simulteaching: At ASU we work with a ton of districts, and we do a bunch of this. It's been a big challenge - half of people in person, half online. We're finding that Ss who are online are disproportionately disengaged. (Brint)
- We embraced the concept. Practiced prior to starting. Paid teachers to co-teach a class. What we found was one weakness was making excuse that can't do this. By having teachers embrace this (teachers take charge of PD), and gamifying it (badges), we now find that retirees even want to do this. We're finding certain degree of maturity, etiquette that we need to work with students on so they're better engaged at home. For example, youngster showing their new puppy... there's an etiquette to address if we want to work our way down into the system. (Paul)
- We have paid a premium for instructional coaches - ppl working as a team, building robust foundation. It's been so positive to have them take it over. Ts have to be given latitude to do what they need to do. (P)
- In our model, district Ts and Ss work with a mentor teacher. It's a conversion experience. You say "I can do that too, I can hold those high expectations." In the name of compassion, we have inadvertently lowered expectations. This is disastrous for kids. We have to walk all that back somehow. It's done for good reasons - trauma etc - but if we slip into low expectations teaching it's the worst thing we can do for them (Steven)
- Co teaching exists in hybrid and blended learning. We need to stop assuming that there is one form of hybrid instruction and that's the gospel. Need to focus less on tech, more on instruction. How do you provide that instruction? (Judy)
- We have to stop assuming that Ts are just going to figure it out, or acting like we're in an emergency and everyone's going to do their hardest. We're seeing example that with training, you get positive feedback that it can work when it doesn't work in other places. (Sandi)
- Constant emphasis on tech is a mistake. It's about great instruction, high expectations. (S)
- Most districts know this is here to stay. How do we implement, involve quality standards. There are those few who want to go back to how it was pre-pandemic. They need to stop thinking that way. Some districts are stuck on this thinking of going back to where they feel comfortable (traditional). (J)
- We moved a lot of furniture, supplies outside of in-person classrooms. We've been embracing digitalization. People want to go back to the old normal - finding the manipulatives, making copies, etc. We're at a crossroads right now.(P)
- Many contexts we were in, this was some form of a disaster. Not a team-based experience. The want to run back to the familiar is really strong. We missed this opportunity in part because we mucked it up so bad. What are the next steps or ways to move forward? Need to learn what others have done at a grander scale. This convo makes me think of Design 39's No Nesting Policy. Classroom is owned by the students, not the teacher. What you're describing is a move away from there, helping students take more ownership virtually or physically. (B)
- Stop thinking about blended or hybrid as an educational model. it's an instructional model. It's a means to support that educational model. During this time of "emergency instruction" we should be thinking holistically about how we do hybrid or blended or remote. (J)
- Agreed. It's not the ends. We need to move to the pedagogy, by subject. Powerful pedagogy teachers can get good at with good PD. We need to be talking about great instruction. (S)
- We expect Ts to do all things equally well, we don't differentiate. Why do we expect someone to be equally good at in-person vs virtual. We should stop the expectations that all teachers do everything equally.  (S)
- We're trying to bring the happy back. People have been bogged down, saturated during these trying times. (P)
- When I was running an online school and interviewing Ts for new jobs I said "good teaching is good teaching." If good in in person classroom, likely good virtually. I can train you on the tech part. (J)]]> 2021-05-25 16:10:11 UTC https://padlet.com/cpitts13/group3/wish/1558262764 https://padlet.com/cpitts13/group3/wish/1558263737 - Working with kids who are performing at 90th percentile on MAP, we're finding we can bring artists into the classroom. Can help take pressure off the teacher. (P)
- Playing around w teams of educators to play around with the membrane of schools. Instead of coder for Apple who lives in Phoenix, you can send students to partnerships. Don't need to drive in your car to get there [can stay virtual]. Opens up school community partnerships in ways we haven't seen before. And what modest training do those folks need? (B)
- Common theme of bringing your best professionals or artists into schools. Its a rethinking teaching or resources. (S)
- There's a way to do this that addresses new equity gaps, and a way that exacerbates them. So how do we use this to help Ss who have been underperforming? (Sandi)
- Rethink Tier 2 teaching (I do-we do-you do). Instead think of diving down occasionally to fix the gap but expecting students to continue moving forward. We're trying to do this in our own schools and districts, to put your most engaging and exciting teachers in front of those students with the most exciting and advance pedagogies. (S)
- With digital content, we were able to expand that. Like offering teacher training to understand the potential of digital content. If I have access to Algebra through AP calculus, I could utilize the digital content to take pieces and use it for remediation. I could take that content and apply it to Ss struggling and remediate while they stay on grade level. Don't think of digital content as being static, it's very dynamic. (J) [A lot of opportunity to utilize digital content to differentiate instruction for Ss]
- Think of new roles critical to remote learning. Traditional roles of teacher-student-admin have changed. The role that's come out of online learning is the family connection. "Community liaison." Specific to reaching out to Ss lost in the community and environment. Promote school to family connection and keep them connected, show how much we really care. (J)
- Take advantage of national HQ standards. (J)
- Flexible schedules, student flexibility. Manage schedules and learning. Break up a 50 min ELA class into more manageable, engaging chunks. This is easily accessible to Ts, they just need to be pointed in the right direction. (J)
- What we've learned about equity is there's equity at schools and there's also health equity. Our local health dept has different perspective on 60 year old being vaccinated prior to a teacher being vaccinated. You have to provide pathways for Ts to learn. This year we've had to adopt the Japanese lesson model. It's helped us look at teaching and lesson planning to be more robust. Helps build a pathway to make a better lesson plan. (P) [Include deep training on powerful lesson planning]
- We had several meetings wi union leaders and it wasn't until they understood and then wanted their own children to be in these models... The biggest hurdle was putting in place a contract agreement that allowed Ts to work 8 hours in a day. There were no issues, complaints then (ex at one school). As long as the Ts were happy, the union was happy. (J)
- Impact bargaining - Ts have a right because change in working conditions. When having convo w association rep. We bargained the conditions so much that the association wanted to bargain out concurrent learning. What they don't understand is our community's unity that love our teachers. We're trying to find the fulcrum and balance on quality and quantity, so everyone feels practices are most beneficial to all. (P)
- Bargaining agreements limited responsibilities. Don't understand how those were agreed to - they were at odds with what is best for Ss. (S)]]> 2021-05-25 16:10:24 UTC https://padlet.com/cpitts13/group3/wish/1558263737 https://padlet.com/cpitts13/group3/wish/1558268861 - Resource rearrangement is critical. When you rearrange your resources, you must involve teachers in this process. Key Q: Resource allocation at what level, and who is involved in this work?
- This year, teacher was responsible for their own strategies. Now we're seeing more coordination across systems and states. Where should we see resources being allocated and the balance between local vs state or beyond decision-making on this?
- Gather info from stakeholders
- No longer constrained by 4 classroom walls, our very best teachers can reach many more students AND can inspire and equip peers teachers to execute at a much higher level.
- 1) a tightly woven tapestry of synchronous and asynchronous instruction that provides the best of both live and unbound experiences across a week as well as flexibility for families; 2) a true online community and deep relationships - students have a real virtual classroom and friends; parents have a real virtual classroom and grade-level parent family groups; 3) leveraging VR / AR technology to create humanistic relationships and experiences within classes and between students/faculty; 4) using multiple data points to created increasingly more targeted interventions for remediation and acceleration
- Don't have the university workforce at teacher prep colleges to adequately train up new teachers on HW virtual learning techniques (Jered)

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