This toolkit from Brooklyn Lab Charter School and Equity by Design outlines five core principles and provides practical advice on how to improve school-community communication to improve schools.
This was a guide put out by the California Department of Education and is meant to be a a guide for local discussion on reopening schools and not a one-size-fits-all document. This guide provides checklists, essential questions for consideration, and examples of best practices.
In collaboration with Lindsay Unified School District (LUSD), The Learning Accelerator (TLA) developed this 20-item survey based on an initial review of the literature related to adult wellbeing. Its purpose is to help district and system leaders to better understand wellbeing in their community so that they can implement short- and long-term strategies to help their leaders, educators, and staff.
This report presents findings from an extensive literature review and focus group of diverse district leaders to understand the state of adult wellbeing in schools and districts. It provides leaders and educators in the field with concrete language to talk about adult wellbeing in order to identify meaningful solutions that meet the specific needs of each school or district community.
On this final episode of What Will We Take With Us?, a series featuring our conversations with education leaders across the United States on how they grappled with the COVID-19 pandemic in K-12 education, we speak with Scott Muri, Superintendent of Ector County Independent School District in Texas, about how leaders worked to make the most of the pandemic to accelerate the implementation of goals that benefitted the entire school community, ranging from expanding connectivity and internet access, to focusing on personalized professional development, to forging stronger, more meaningful connections between schools and student families.
On this episode of What Will We Take With Us?, a series featuring our conversations with education leaders across the United States on how they grappled with the COVID-19 pandemic in K-12 education, we speak with two leaders at Distinctive Schools in Chicago: Mike McCarthy, Executive Director of Student Services, and Stephanie Cardella, Executive Director of Curriculum, Instruction, and Assessment. They share with us how Distinctive developed a community of care, nimble practices, and targeted instructional strategies to support students in balancing their learning and well-being through a year of uncertainty as schools closed due to the COVID-19 pandemic.
On this episode of What Will We Take With Us?, a series featuring our conversations with education leaders across the United States on how they grappled with the COVID-19 pandemic in K-12 education, we speak with three school leaders from Meriden Public Schools in Connecticut: Mark Benigni, Superintendent of Schools; Barbara Haeffner, Director for Teaching and Innovation; and Susan Moore, Supervisor of Blended Learning Director for Teaching and Learning. These three leaders shared with us how they worked to establish partnerships with community organizations and local educational institutions, to reimagine learning spaces, and to leverage technology to support students and create engaging learning opportunities.
On this episode of What Will We Take With Us?, a series featuring our conversations with education leaders across the United States on how they grappled with the COVID-19 pandemic in K-12 education, we speak with Dr. Keri Randolph, Executive Officer of Strategic Federal, State and Philanthropic Investments at Metro Nashville Public Schools in Tennessee about how the district created innovative initiatives to build relationships with students, reach out to families, and offer virtual support during school closures and remote learning, seeking to tackle the challenges posed by physical separation between teachers, students, and families.
On this episode of What Will We Take With Us?, a series featuring our conversations with education leaders across the United States on how they grappled with the COVID-19 pandemic in K-12 education, PK Diffenbaugh of Monterey Peninsula Unified School District in California shares with us how the district integrated inclusive communication, collaboration, and transparency with critical stakeholders in their school community, ensuring that students, teachers, and families were set up to navigate a school year like none they had experienced before. Through multilingual supports, proactive partnerships, and a focus on innovative practices, the district was able to take deliberate steps to move their initiatives forward and bring the full community into the fold.
In this episode of What Will We Take With Us?, a series featuring our conversations with education leaders across the United States on how they grappled with the COVID-19 pandemic in K-12 education, Bob Ettinger of Renton School District in Washington shares with us how district leadership prioritized both staff and student wellness, facilitated opportunities for authentic engagement through choice and voice, and tackled challenges with the support of teams made up of district personnel and students who co-designed solutions collaboratively.
