KlingShare:#7 - Head and Division Heads KlingChat

KLINGSHARE:#7 KLINGCHAT - APRIL 9 & 15, 2020 HEADS AND DIVISION HEADS KLINGCHAT KlingShare:#7 shares ideas generated during an online conversation that invited independent and international school heads and division heads to discuss challenges with recruitment and retention during COVID-19.

HOW MIGHT WE SUPPORT ADULT LEARNING AND WELL-BEING AS TEACHERS ADJUST TO ONLINE TEACHING?

Remember that everyone is re-experiencing their first year of teaching. Embrace flexibility and allow for failures. Help counter perfectionism and the urge to overachieve. Encourage partnerships and peer support.

Ask faculty what they need. Listen carefully and work to fill those needs.

Provide needed tangible resources like office supplies, whiteboards, ergonomic equipment, or even snacks.

Have optional "office hours" for faculty and staff to address individual concerns.

Allow guilt-free time for self-care and attending to needs of home and family.

Consider weekend email breaks or other arrangements to provide breaks.

Create wellness and social opportunities for faculty (Zoom yoga, happy hours).

Be sensitive to equity issues among faculty.

Allow time and space for loss and grief.

Avoid PD overload.

Streamline tools and platforms offered for online instruction.

Work individually with teachers who need more tech support.

Provide summaries of webinars attended by others.

Provide clear, streamlined communication to faculty/staff. Also have clear communications for parents that to align their expectations for online teaching and learning.

Prioritize community and emotional support for students and reduce expectations for academic content learning.

Find the balance of synchronous and asynchronous teaching and meeting that works for your community.

WHAT EXTERNAL PRESSURES ARE YOU FACING AND WHAT METHODS OF ADDRESSING THEM HAVE BEEN SUCCESSFUL FOR YOU?

How do we cope with constant crisis management without an end date? We are trying to provide normalcy in an environment that is not normal.

KlingShare:#7 | Klingenstein Center, Teachers College, Columbia University | klingensteincenter.org

KlingShare:#7 | Page 2

EXTERNAL PRESSURES - CONT

How do we balance competing priorities and differing opinions?

Some parents want more synchronous class time and some want less.

Benchmark with other schools. Conversations may reveal that schools' approaches are more similar than public perception indicates.

Discuss the best practices in regards to independence and self-sufficient online learners across levels of schooling (e.g. elementary vs. middle/upper school).

Grading and assessment policies are still being developed.

Planning challenges: When do we reopen? When will other schools reopen?

People want reassurance that things will go back to "normal."

Challenges in hiring for next year when the crisis halted or paused processes, interview practices (e.g. demo lessons) need to be adapted to online formats, and schools are losing candidates.

What government policies will impact schools being open or closed and what safety measures must be in place? These can help provide guidance and reasoning in some cases.

How do we honor our end-of-year celebrations (e.g. awards day, graduation, move-up day) in this environment?

How do we manage requests for tuition refunds for the current year?

Fundraising initiatives have been halted and there are new budget constraints.

What will financial aid needs be for next year? Families are facing new economic pressures, too.

How do we efficiently communicate when things are changing constantly?

Be being honest about possible outcomes and limitations. Share your rationale for decisions and policies.

Soothe frustrations and respond to fears, relaying expectations for the changes to come even if the specifics are uncertain.

Educate parents about the value in and effort it takes to create asynchronous learning activities.

Enlist the help of your Parent Association to help communicate with parents.

As summer programs are cancelled, pressure to create summer enrichment opportunities increases.

How do we prevent burnout and maintain stamina?

Consider having all staff participate where they can - read aloud to primary school students, call families to check in.

How can we support the community in coping with illness and loss?

KlingShare:#7 | Klingenstein Center, Teachers College, Columbia University | klingensteincenter.org