Updated January 4, 2021
Prior Advice for Phases I, II, and III
Phase I
In a crisis situation, you want to create simple guidelines that are easy to implement across your school. Do not try to re-create the entirety of your academic program online, instead concentrate on the core academic program as a starting place -- it will be easier to add complexity later than to create a complex solution and have to simplify later.
Set “in your backpack” expectations with students and teachers:
We know this advice is likely too late for most schools... but: Be sure all your students and teachers bring all materials home every night, including devices and textbooks. If school has to close without notice, you’ll want to be sure everyone has everything they need. For Lower Schools, backpack readiness includes picking up a few grade-appropriate books from the school's library or some manipulatives.
For Upper/Middle Schools - Continue Core Academic Classes via Distance Learning:
Move to a distance learning model, not an online learning model. What's the difference? In distance learning, you use the same face-to-face pedagogy through its remote learning equivalents. In online learning, you use a new pedagogy to take advantage of the medium. To give you a sense, it takes us six months to train an independent school faculty member to move to online learning for a One Schoolhouse course... you don't have that time.
Instead, move to a distance learning model where you replace face-to-face meeting times with video conferencing solutions (i.e., Algebra I in Ms. X’s Zoom Room, instead of in Room 123). Have your technology department centrally create video conferencing accounts for all your faculty and then create new schedules for your student with the links to the video conference solution your school decides to use. An example might look like this:
In a crisis situation, you want to create simple guidelines that are easy to implement across your school. Do not try to re-create the entirety of your academic program online, instead concentrate on the core academic program as a starting place -- it will be easier to add complexity later than to create a complex solution and have to simplify later.
Set “in your backpack” expectations with students and teachers:
We know this advice is likely too late for most schools... but: Be sure all your students and teachers bring all materials home every night, including devices and textbooks. If school has to close without notice, you’ll want to be sure everyone has everything they need. For Lower Schools, backpack readiness includes picking up a few grade-appropriate books from the school's library or some manipulatives.
For Upper/Middle Schools - Continue Core Academic Classes via Distance Learning:
Move to a distance learning model, not an online learning model. What's the difference? In distance learning, you use the same face-to-face pedagogy through its remote learning equivalents. In online learning, you use a new pedagogy to take advantage of the medium. To give you a sense, it takes us six months to train an independent school faculty member to move to online learning for a One Schoolhouse course... you don't have that time.
Instead, move to a distance learning model where you replace face-to-face meeting times with video conferencing solutions (i.e., Algebra I in Ms. X’s Zoom Room, instead of in Room 123). Have your technology department centrally create video conferencing accounts for all your faculty and then create new schedules for your student with the links to the video conference solution your school decides to use. An example might look like this:
We have learned that it will be important for schools to: 1) simplify schedules in order to create routine; 2) build in social/emotional check-points such as advisory, grade level meetings, and all school meetings; 3) consider having teachers record live sessions for students who cannot attend in real-time; and 4) consider only including core academic courses for the first week or two, in part because schools may need to have teachers of those subjects available as substitutes.
For Lower Schools - Continue Learning:
Lower School plans are likely -- though not always -- different from the Middle/Upper School plan described as above. If the plan is different for younger grade levels, it will be important to communicate both the differences and the rationale for the differences to families. Some considerations in this first phase include:
Phase II
Create community and foster trust.
Schools are wonderful communities. This can be true at a distance too, when you keep your mission front-and-center and your values consistent. You'll want to consider:
The legal and regulatory landscape is changing quickly. Stay abreast of how the law is impacting your plans. Our friends at Venable LLC continue to update their guidance for independent schools here. Create a Distance Learning Handbook Addendum, Distance Learning Plan (articulating how you are carrying out distance learning at your school), and a Faculty/Staff Distance Learning Handbook Addendum.
Phase III
Projections from public health authorities strongly suggest that schools should be prepared for an unsettled learning environment in 2020–21 school year. Significant impacts to schools’ calendars and weekly schedules could be widespread or localized, should outbreaks occur and school-closing or stay-at-home orders be put in place. There may be times when campus is open, and other times when campus is closed. And, even when campus is open, only some students may be physically present. Some students may primarily receive in-person instruction, while others receive most of their instruction online; there will likely be movement between these two groups.
The right approach for finishing the school year was to move to a distance learning model to allow school to quickly be online. With the situation more fluid heading into next year, and an expectation that some learning may happen on-campus and some learning will almost certainly have to be online, now is the time to pivot to developing a hybrid learning model.
What is hybrid learning in this context?
Hybrid learning is a pedagogical design that allows for maximum flexibility between online and on-campus instruction. Highly functional hybrid environments are based on a few solid principles. At a foundational level, a robust design (including a learning management system, used by all faculty) provides a common platform for learning and offers a consistent user experience for teachers, students, and families. At the instructional level, faculty must have a shared set of skills in conceptualizing and building courses and teaching in multiple modalities (in-person, online, and blended). With common principles and a common platform underlying instruction, student learning continues seamlessly even as modalities change.
These principles of hybrid learning are predicated on the assumption that the school has a strong, effective, and mature curriculum and culture of learning and that the school’s engaged community can thrive across modalities. These principles draw heavily on both the Principles of Independent Curriculum and The Pedagogy of One Schoolhouse.
Congruent With The Mission And Values Of The School
A hybrid learning program aligns with the stated mission, values, culture, and strategic priorities of the school.
The Student–Teacher Relationship Forms The Foundation For All Learning
A hybrid learning program keeps students and teachers in community whether online or in-person. Teachers are equally responsive in any learning modality.
Responsive To The Interests, Capacities, And Aspirations Of The Students Being Taught
A hybrid learning program serves the actual students in each class, regardless of modality, and is designed and implemented to meet students’ interests, abilities (both developed and developing), aims, and requirements in all dimensions.
A Sufficiency Of Technology
A hybrid learning program relies on robust, ubiquitous, and curated technology tools that empower the delivery of the program but do not dictate teaching or learning.
Multiple Modes Of Assessment
A hybrid learning program supports the measurement of student mastery of articulated competencies and standards through a full range of assessment tools and techniques, both formative and summative.
Structure And Organization Are Essential Operational Elements
A hybrid learning program provides predictability and consistency in uncertain and fluctuating circumstances.
Inclusive And Just
A hybrid learning program recognizes the variety of students’ multiple perspectives, fluctuating situations, experiences, and access to resources.
Wellness And Balance
A hybrid learning program relies on a deep understanding of the developmental, social-emotional, and physical needs of learners and educators alike.
For Lower Schools - Continue Learning:
Lower School plans are likely -- though not always -- different from the Middle/Upper School plan described as above. If the plan is different for younger grade levels, it will be important to communicate both the differences and the rationale for the differences to families. Some considerations in this first phase include:
- Be clear with families about what to expect. We've seen some schools send messages such as, "If school is closed, we will provide you with learning resources and activities, but the volume of work will not keep students busy for the number of hours they're usually in school." Teachers should not work under the expectation that parents, grandparents, or older siblings will be able to teach their students all day.
- Create a weekly "packet" of learning activities for your students. Use resources that students will have access to at home from their backpack readiness, and other online resources that your students already use regularly (perhaps: Dreambox, IXL, etc.). Teachers can also scan documents to send them home.
- Consider asking students and/or families to do a daily (or multiple times a day) video check-in with the teacher. Also, consider engaging students in small groups or one-on-one; the focus would be on social-emotional wellness and community rather than instruction.
Phase II
Create community and foster trust.
Schools are wonderful communities. This can be true at a distance too, when you keep your mission front-and-center and your values consistent. You'll want to consider:
- Gathering regular, open feedback, and act on that feedback predictably. Without the ability to walk the halls of school or say hello to parents in the car-pool lane or at the soccer game, you'll want to survey constituents to understand how your distance learning program is going. Gather statistics for key areas such as time spent on schoolwork, accessibility of required materials, manageability of schedules, and comfort with the tools in use. Open-ended questions will be more valuable than multiple choice questions. Respond to the feedback. Communicate the adjustments you are making, likely on a regular schedule (every two weeks?) so that your community can know what to expect.
- Maintain structures in place already. Keep communicating with families, in a variety of formats, and leverage the expertise of the professionals on your team, such as continuing with parent conferences, dorm meetings, and other important community connection points. This is the time to be creative too. When we put the question out on the Academic Leaders listserv, we learned about schools that are using video conferencing in new ways; some are having virtual parent coffees or even happy hours (after a virtual bedtime story from the HOS).
- Get creative with traditions. This is a tradition-rich time in schools. Assemble the right team to make recommendations about how to handle traditions. Consider what each tradition contributes to building community. How can that contribution be made in another way? What questions do you need to ask and who needs to be involved regarding these traditions before you can make decisions? Make sure to ensure that student and parent voices are included. We've heard two ideas on this front recently. First, many schools are using the creativity of their student government to brainstorm and flush out ideas. Second, we've seen some schools publish graduation dates tentatively into the future -- if not, June X, then July X; if not July X than August X.
- Support your faculty and staff. Faculty disorientation is highly likely. Faculty will be in various stages after the first initial push in the opening weeks of distance learning. Leaders will need to build in support structures for all faculty and staff members that are responsive to their circumstances so that they can, in turn, provide support to students and parents. Our friends at FolioCollaborative have great advice here.
- Set up structures for student support. You will want to consider three key questions: how we will identify who is going to need support, who is going to provide the support, and what support are we going to provide? Almost certainly, you will want to think about engaging parents differently. And, you will want to consider a system for faculty members to raise concerns that they have about individual students. Read the advice from Liz Katz, Director of School & Student Support, here.
- Adjust student discipline procedures. At this point, academic administrators should look at your general policies relating to student disciplinary procedures, and consider what changes you need to make in order to honor the intent and practices you normally have, while adopting them to a distance learning reality. You should make sure to publish changes to your normal practice for students and families alike, likely as part of a handbook addendum for distance learning.
- Articulate school values related to academic honesty. As soon as we made the shift to distance learning, faculty began asking questions and raising concerns about academic honesty. We suggest reviewing the work of Challenge Success related to academic honesty as a place to set the framework for how and why students cheat, and the things that schools can do about it. One of the most important things that academic leaders can do is consistently articulate school values around academic honesty.
- Don't change grading practices, at least at the start. Some schools are considering or have announced that they will move to a pass/fail grading system this spring. A few weeks into distance learning, that move is premature. There are a number of reasons for this, including: you do not want to signal that your program this term is "less than" for a variety of legal and regulatory reasons; you don't yet know the "rules of the road" from a whole host of entities that rely on grades from regulators to scholarship organizations to others, like the NCAA.
- Begin to consider summer programming. Summer programming will almost certainly be different this year for schools. Begin to consider how you might use online or in person (if possible) summer programming to meet the needs of your community, including those of students who were not able to fully participate in distance learning programs this term and students who developed gaps in knowledge this term. One Schoolhouse has revised it's summer programming to include review courses for students who need them.
The legal and regulatory landscape is changing quickly. Stay abreast of how the law is impacting your plans. Our friends at Venable LLC continue to update their guidance for independent schools here. Create a Distance Learning Handbook Addendum, Distance Learning Plan (articulating how you are carrying out distance learning at your school), and a Faculty/Staff Distance Learning Handbook Addendum.
Phase III
Projections from public health authorities strongly suggest that schools should be prepared for an unsettled learning environment in 2020–21 school year. Significant impacts to schools’ calendars and weekly schedules could be widespread or localized, should outbreaks occur and school-closing or stay-at-home orders be put in place. There may be times when campus is open, and other times when campus is closed. And, even when campus is open, only some students may be physically present. Some students may primarily receive in-person instruction, while others receive most of their instruction online; there will likely be movement between these two groups.
The right approach for finishing the school year was to move to a distance learning model to allow school to quickly be online. With the situation more fluid heading into next year, and an expectation that some learning may happen on-campus and some learning will almost certainly have to be online, now is the time to pivot to developing a hybrid learning model.
What is hybrid learning in this context?
Hybrid learning is a pedagogical design that allows for maximum flexibility between online and on-campus instruction. Highly functional hybrid environments are based on a few solid principles. At a foundational level, a robust design (including a learning management system, used by all faculty) provides a common platform for learning and offers a consistent user experience for teachers, students, and families. At the instructional level, faculty must have a shared set of skills in conceptualizing and building courses and teaching in multiple modalities (in-person, online, and blended). With common principles and a common platform underlying instruction, student learning continues seamlessly even as modalities change.
These principles of hybrid learning are predicated on the assumption that the school has a strong, effective, and mature curriculum and culture of learning and that the school’s engaged community can thrive across modalities. These principles draw heavily on both the Principles of Independent Curriculum and The Pedagogy of One Schoolhouse.
Congruent With The Mission And Values Of The School
A hybrid learning program aligns with the stated mission, values, culture, and strategic priorities of the school.
The Student–Teacher Relationship Forms The Foundation For All Learning
A hybrid learning program keeps students and teachers in community whether online or in-person. Teachers are equally responsive in any learning modality.
Responsive To The Interests, Capacities, And Aspirations Of The Students Being Taught
A hybrid learning program serves the actual students in each class, regardless of modality, and is designed and implemented to meet students’ interests, abilities (both developed and developing), aims, and requirements in all dimensions.
A Sufficiency Of Technology
A hybrid learning program relies on robust, ubiquitous, and curated technology tools that empower the delivery of the program but do not dictate teaching or learning.
Multiple Modes Of Assessment
A hybrid learning program supports the measurement of student mastery of articulated competencies and standards through a full range of assessment tools and techniques, both formative and summative.
Structure And Organization Are Essential Operational Elements
A hybrid learning program provides predictability and consistency in uncertain and fluctuating circumstances.
Inclusive And Just
A hybrid learning program recognizes the variety of students’ multiple perspectives, fluctuating situations, experiences, and access to resources.
Wellness And Balance
A hybrid learning program relies on a deep understanding of the developmental, social-emotional, and physical needs of learners and educators alike.
Phase IV: Hybrid Learning in Action
Create Trust Through Transparency
In moments of crisis, we all look for clarity and leadership. Your faculty, staff, students, and families are looking to your school for the same things. That means they need clear communication about what you’re doing now, and how those practices may evolve. Explain why you’re starting where you are, and why it’s the best choice for your community in the current context. There will be community members who don’t like your plan, but if they understand why you’ve created it, you have the opportunity to preserve their trust. If you’re not telling the story of what your school’s doing, someone else will--and often, that someone else doesn’t have the facts to tell the story accurately. Create a schedule to communicate regularly with your constituencies so they understand your perspective, goals, and achievements.
Design for Equity and Inclusion
The COVID-19 pandemic has exacerbated inequity, disproportionately affecting Black and Latinx communities, and working-class and poor families, among others. As communities committed to equity and inclusion, we need to work to make sure that our hybrid program foregrounds belonging and inclusion. That includes ensuring that all students have access to instruction and resources and being aware that using cameras at home raises issues of equity. Some students may have responsibility for siblings or elders; their daily schedules and activities may need to be responsive to individual needs. Schools where families are organizing “pandemic pods” will want to be especially attuned to the issues of privilege, segregation, and access that arise.
Build for Calm and Connection
Promoting well-being protects mental health and boosts students’ ability to learn. That means it’s an effective practice for both wellness and achievement. Having explicit conversations about stress, anxiety, and mental health with all of your constituencies--students, parents, and faculty--is one way to offer preventative care. Simplify technology tools and platforms wherever possible to allow students to learn course content instead of tech systems. Ensure that your schedule and curriculum is structured to maximize opportunities for connection, including both time for teachers and students to meet face to face and opportunities for students to connect with each other.
Assess for Effectiveness
Along with the new practices you’ve implemented for Fall 2020, you’ll also want to implement tools for assessment. Markers of success are unique to every community--what’s most essential at your school? Connection? Performance? Mastery? With a sense of your priorities, you can identify and gather the qualitative and quantitative data that can give you insights into your program. Data can come from lots of sources--surveys, attendance records, grade books, LMS analytics. Just as you observe classrooms on campus, you can also observe digital learning environments--try to take time to check out what’s happening on discussion boards or with assignments. To support teacher growth, identify instructional coaches at your school who can support colleagues in designing and implementing effective online instruction.
In moments of crisis, we all look for clarity and leadership. Your faculty, staff, students, and families are looking to your school for the same things. That means they need clear communication about what you’re doing now, and how those practices may evolve. Explain why you’re starting where you are, and why it’s the best choice for your community in the current context. There will be community members who don’t like your plan, but if they understand why you’ve created it, you have the opportunity to preserve their trust. If you’re not telling the story of what your school’s doing, someone else will--and often, that someone else doesn’t have the facts to tell the story accurately. Create a schedule to communicate regularly with your constituencies so they understand your perspective, goals, and achievements.
Design for Equity and Inclusion
The COVID-19 pandemic has exacerbated inequity, disproportionately affecting Black and Latinx communities, and working-class and poor families, among others. As communities committed to equity and inclusion, we need to work to make sure that our hybrid program foregrounds belonging and inclusion. That includes ensuring that all students have access to instruction and resources and being aware that using cameras at home raises issues of equity. Some students may have responsibility for siblings or elders; their daily schedules and activities may need to be responsive to individual needs. Schools where families are organizing “pandemic pods” will want to be especially attuned to the issues of privilege, segregation, and access that arise.
Build for Calm and Connection
Promoting well-being protects mental health and boosts students’ ability to learn. That means it’s an effective practice for both wellness and achievement. Having explicit conversations about stress, anxiety, and mental health with all of your constituencies--students, parents, and faculty--is one way to offer preventative care. Simplify technology tools and platforms wherever possible to allow students to learn course content instead of tech systems. Ensure that your schedule and curriculum is structured to maximize opportunities for connection, including both time for teachers and students to meet face to face and opportunities for students to connect with each other.
Assess for Effectiveness
Along with the new practices you’ve implemented for Fall 2020, you’ll also want to implement tools for assessment. Markers of success are unique to every community--what’s most essential at your school? Connection? Performance? Mastery? With a sense of your priorities, you can identify and gather the qualitative and quantitative data that can give you insights into your program. Data can come from lots of sources--surveys, attendance records, grade books, LMS analytics. Just as you observe classrooms on campus, you can also observe digital learning environments--try to take time to check out what’s happening on discussion boards or with assignments. To support teacher growth, identify instructional coaches at your school who can support colleagues in designing and implementing effective online instruction.
We've partnered with the best people and associations in independent education to bring quality online professional development courses to you in hybrid learning, educational innovations, faculty development, and finance and operations. Click here to learn more and register for upcoming professional development courses.
Course Standards for Designing and Building Hybrid Courses, and Teaching Competencies for Hybrid Courses. This checklist-style planning tool can be used as a rubric where teachers provide evidence of having met the expectations: examples of emerging practice, artifacts of innovation, and/or space to share growth goal.
Academic Leaders Webinar: What's New This Week? Join us Wednesdays at 12noon-12:30pm ET/9:00-9:30am PT to explore a variety of topics. Click here to register for the webinar series and check out previous webinars here.
Academic Leaders Listserv Join the conversation with thousands of educators from around the world. To subscribe to the ACADEMIC-LEADERS listserv, send an ACADEMIC-LEADERS-SUBSCRIBE-REQUEST@PEACH.EASE.LSOFT.COM No specific content or subject line is required. Click here for more information.
Academic Leaders Webinar: What's New This Week? Join us Wednesdays at 12noon-12:30pm ET/9:00-9:30am PT to explore a variety of topics. Click here to register for the webinar series and check out previous webinars here.
Academic Leaders Listserv Join the conversation with thousands of educators from around the world. To subscribe to the ACADEMIC-LEADERS listserv, send an ACADEMIC-LEADERS-SUBSCRIBE-REQUEST@PEACH.EASE.LSOFT.COM No specific content or subject line is required. Click here for more information.
One Schoolhouse administrators are available for presentations to your faculty, staff, administrations, and boards this fall. Topics for presentations include:
Leadership Presentations (Board, Administrative Team, Academic Leadership): Strategic directions for a Post-COVID world; Meeting the school mission in a hybrid setting; Student support during hybrid learning; etc.
Faculty Presentations: Hybrid learning best practices; Learning cycles and cadences; Building trust relationships with students online; Online assessment strategies; etc.
For more information, please contact Sarah Hanawald at: sarah.hanawald@oneschoolhouse.org
Leadership Presentations (Board, Administrative Team, Academic Leadership): Strategic directions for a Post-COVID world; Meeting the school mission in a hybrid setting; Student support during hybrid learning; etc.
Faculty Presentations: Hybrid learning best practices; Learning cycles and cadences; Building trust relationships with students online; Online assessment strategies; etc.
For more information, please contact Sarah Hanawald at: sarah.hanawald@oneschoolhouse.org
We’ve turned some of the essential information from our Phase III programming into On-Demand programming for those who still need this information on preparing for Hybrid Learning. On-Demand Programs offer convenience--start a course anytime and have 30 days to complete the course on your own schedule. Courses include:
Academic Leadership for Hybrid Learning 1: Essential Principles for Hybrid Learning
Academic Leadership for Hybrid Learning 2: Understanding Hybrid Pedagogy
Academic Leadership for Hybrid Learning 3: Teacher Competencies for Hybrid Learning
Building Student-Teacher Relationships in Hybrid Learning
Academic Leadership for Hybrid Learning 1: Essential Principles for Hybrid Learning
Academic Leadership for Hybrid Learning 2: Understanding Hybrid Pedagogy
Academic Leadership for Hybrid Learning 3: Teacher Competencies for Hybrid Learning
Building Student-Teacher Relationships in Hybrid Learning