Patana News Volume 23 Issue 12

Page 2

Leaders learning from lockdown CRITICAL DECISION-MAKING MODELS Brian Taylor, Cross Campus Assistant Principal, Curriculum Technology Integrator


ducators have been compelled to pivot swiftly in response to huge logistical and emotional challenges in support of learning and the diverse needs of students, families, and colleagues during the COVID-19 crisis. Their creativity, commitment and professionalism has been inspirational, highlighting the critical role educational institutions provide in our communities and the social wellbeing fabric of students’ lives. Since January 2020 there has been a plethora of thought-provoking articles and reports released, detailing effective ways to transition quickly from normal school practices to remote or distance learning. Educators are thankful for the rapid publication of evidence examining existing research to support the conversion to remote learning (Education Endowment Foundation, 2020a; Reimers et al., 2020; Reich et al., 2020). In essence schools did not close, their campuses closed; lessons and learning continued, albeit in a different format and in our lounges, kitchens and living rooms.

the students’ perspectives” (Boot, 2020). This unparalleled moment in the history of education - an enforced global experiment in remote learning, in which we have a unique opportunity to listen to students and learn from their experiences, was reinforced by Professor John Hattie when interviewed by Stephen Cox in the Build Back Better webinar (Osiris Educational, 2020). This distinction is further exemplified in the position paper Remote to Hybrid Learning (Fullan, et al., 2020). The paper pilots the reader through three zones: The Unsettled Zone, The Learning Zone, and The Growth Zone (pp. 3-4), contending that the sudden shift to remote learning globally, while tremendously difficult, has propelled school leaders and educators to reflect deeply, make decisions on what works best for students, and to decide what innovations should be developed further or simply discarded. There is considerable similarity with the zones posited by Fullan and Hattie and those illustrated previously in the Patana News article The Three Stages of Pandemic Response, namely: SurAt the core of everything we do as educational practi- vival > Acceptance > Growth, alternatively referred to as tioners is student learning. In his blog post Learning from Thoughts > Feelings > Actions (Treanor, 2020) the Students in Lockdown, Steve Boot, Associate Vice Principal for Curriculum at Big Education Trust, suggests we should “aim to capture these unprecedented times from


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