Program Reflection: Setting a vision for post-COVID landscape

Role of the School Leader

What responsibility does the leader have to set and communicate a vision for the school?

John Watson recently penned a somewhat tongue in cheek blog post on the rebranding that is needed after the pandemic has forced so many learners and educators into digital learning spaces and experiences. In it, he coins the phrase Circumstantial Remote Agonizing Pedagogy, and encourages those who find that phrase too long to use the acronym when discussing the experience many of us have had over the past year. As is often true with the best humor, it is the painful truth within this that causes those of us who know the value of quality digital learning to laugh to keep from crying.

As leaders in the digital learning field look to what comes next and what that means for our roles, what may be most critical for us is to clearly return to what we have always known. In the educational landscape that reveals itself post-COVID, it will be imperative that we as leaders bring clarity to our message and align our work to that message. Most importantly, we must stay focused on a few key big ideas:

Relationships

All learning is social, and that is no different in the digital space. We have learned a great deal about how technology can strengthen our connections (think bringing people together in a Zoom room who would have never been able to come together in a physical space) and what technology takes away (think struggles over cameras on or cameras off or communication that seems to consistently be misunderstood or misinterpreted). As leaders, we must be clear that if any learning is to occur, we must thoughtfully design to ensure lots of human connections.

In a world that is eager to simplify messaging, digital learning too quickly gets tossed in the “bad for relationships and connections” category. Leaders will need to tap into the powerful stories of what we have learned about maximizing connection in digital spaces to provide an effective counter narrative. Those of us who have been working with Heather Staker to provide Ready to Blend professional learning and support have always emphasized how thoughtfully using technology can help teachers get to know their students better through small group and one on one conversations that are possible with a blended design. Blended approaches also help students form more meaningful connections with other learners, and ultimately help students get to know themselves better as learners. Now is the time to draw attention back to these practices as we prepare for a time when we can again collaborate effectively in person.

Agency

One area of great potential for digital learning is increasing agency for all learners. If we are to lead in this area, we must carefully assess the aspects of our legacy systems which limit learner agency. Because our current circumstances have generated negative experiences for many, there is almost certain to be a strong move away from all things digital. When you combine this with our already problematic educational design for efficiency and compliance, it will take strong leadership to ensure that the agentic benefits that many have now come to experience are not lost. We must be thoughtful in putting systems and structures in place to maximize the benefits of learners and educators who are now very adept at setting their own schedules to meet their needs, using digital resources to support their learning and their presentation of their understanding, and asking for the support they need in the way that they need it. If we don’t plan for these as assets, they will surely show up as sources of tension for our systems.

We also know that the multiple crises we have faced this year have shown a spotlight on the discrepancies in how our systems support learners differently based on race, socieoeconomic status, learning and language differences, and other areas. As a leader, it has made even more clear to me how inequitable our systems are and how incredibly resilient our young people are who weather these system challenges every day. As we start anew, we must deepen our commitment to redesigning our learning spaces and experiences in a manner which centers the genius of these incredible learners and gives them both the freedom and the support to design their education in a manner which matches their truth and passions.

Big Crises Lead to Big Learning

We are all worn down and exhausted by the experience of the past year. It is going to be very tempting to simply put this all behind us and try to get back to “normal.” While I can deeply empathize with this desire, I would strongly urge all of us as leaders to begin immediately bringing our focus and energy to all that we have learned. I met with a very skilled veteran teacher this morning who couldn’t stop talking about all of the things she had learned this year. We then talked about all that our students have gained. What may have been lost in the acquisition of particular content knowledge has been more than made up for in the “learning how to learn” skills that many students have developed. Navigating learning managements systems, advocating for yourself, self assessment, and creating networks of support are skills that will be critical to future success. By reframing the conversation to focus on all we have gained, leaders will ensure that this learning propels us forward rather than causing us to retreat to the poor, albeit more comfortable, practices of the past.

I have been in a lot of conversations about how this experience is going to impact our systems going forward. There seems to be general consensus that we will see lasting systemic change based on the experience of the past year. And, those of us who have been leading in this space for much longer than the past year also know that we have been waiting for the disruption that Clayton Christensen and other’s predicted for some time. It will take our collective leadership, clarity of vision, and consistency of message to ensure that the change is one that truly benefits all learners.