To help schools and school systems navigate that transition, FutureEd Director Thomas Toch explored the new education landscape with Brad Rathgeber, the head of school and chief executive of One Schoolhouse. The following is republished with permission from FutureEd. The original post can be found here: https://www.future-ed.org/the-dos-and-donts-of-distance-learning-in-a-pandemic/

Toch: How should school leaders think about the massive task they’re facing?
Rathgeber: There three overriding principles that can help school leaders as they figure this out, and they're really super simple.

The first is to just be calm and pause. That sounds like a simple recommendation, but we all understand that school's not the most important thing right now, safety is.

The second is to be straightforward and clear. People have heightened anxiety and may not be able to process all of the information that we're throwing at them in the same way that they might otherwise be able to. So the more that school leaders can be straightforward and clear with their guidance and recommendations for families, it's going to be helpful.

And the third is to try to create simple solutions. In a crisis situation, simple technology is the best technology. So be careful in trying to teach faculty new skills during a time of crisis. They'll be less able to adapt and less able to process information themselves. So those are the kind of overriding principles.

What are the first steps school leaders should take?
If you're in a school system that has shut yet, make sure students have as many learning materials as possible to take home with them. Get them backpack-ready.

Then, for middle and high schools, think about moving to a distance-learning model. I’m choosing those words carefully. We're moving to a distance-learning model, not an online-learning model.

In a distance-learning model, you're taking the components of a typical school day and moving them to some type of online or remote-learning equivalent and you're using the same pedagogy that you use in face-to-face courses. You’re trying to create a remote-learning equivalence of what you would do in school classrooms.

The easiest way to do this is to create a simplified schedule of the school day and have class times and meetings be “conference-room meetings” instead of in-person meetings. They could be video conference rooms, they could be audio conference rooms, they could be app-based conference rooms, or, ideally, use of a platform that allows for all three.

For example, instead of Algebra 1 meeting in Room 123, students are meeting in Ms. Smith's Zoom classroom or Zoom conference room that's accessible both from a computer, from an app that might be available on a phone, or a telephone dial-in. Providing different types of access helps reach the greatest number of students possible.

And helps address the digital divide in education between more and less affluent students.
Yes, as best as we can, right? Given the speed of this transition, this is probably the best option, using different types of platforms that the faculty are familiar with.

In online learning, you adopt a different pedagogical approach to use time and space differently. Often, the courses are asynchronous and class-paced. Meaning that kids have great flexibility over the course of any given week to complete the learning and the assignments. Some online classes are totally student-paced, where they have even greater flexibility across the course of a quarter or a semester or perhaps even a full year. So you are really rethinking the learning environment from a much broader perspective.

That obviously would be a bridge too far under current circumstances.
Yes. It takes us six months to train faculty members who are pretty competent coming in to do online instruction well. So we think that that's a bridge too far right now. And I will say at the same time, it's also some skill set that you should be thinking about for the future, building into your faculty professional development programs.

So the distinction between distance learning and online learning is super important and one that will help put teachers at ease. There's a lot of anxiety related to moving to an online learning model. Distance learning is less complicated, and that’s what we should be focusing on as schools close in the face of the coronavirus.

Schools should in effect try to keep the school day intact? First period, second period, third period, lunch.
I would, but perhaps make it a little simpler than what we might do in a physical school. School schedules can tend to be complex. The more we can simplify things in this situation, the better. I also don't think that we should underestimate or under-resource social-emotional checkpoints for kids. So maybe you have an all-school meeting on the video platform to start the day off. Maybe you have times for teachers to meet with an advisory group or a grade-level meeting or other types of social-emotional checkpoints.

Would you do that every day?
Yes. I’d try to build in one social-emotional checkpoint, one type of community checkpoint at least once a day. It could take various forms. It could be just a teacher meeting with 20 kids, checking in to see how life's going for them or checking to see how the technology is working for them.

Does that mean you teach fewer courses or you do away with electives?
That depends in part on the contract that you have with your teachers and the flexibility they have built into those contract requirements. But you may think about not offering elective classes for some period of time, especially as you're getting going. It's easier to make things more complex later. So in weeks one and two, you're trying to create a super, super simple schedule for your teachers and students to follow. And you may add some complexities back in week three or week five or week six, when everybody's kind of settled into a rhythm.

The other thing that schools should be cognizant of is that teachers may get sick, and you may need a large cadre of substitute teachers. And it may be easier to draw upon those substitute teachers from your elective teaching corps. That's another reason why I would pull back from trying to do everything online from the start, to boil things down to an academic core to start.

Elementary and secondary schools seemingly will have to respond differently. How are you thinking about that challenge?
The model I’ve been describing is suited to a high school experience and almost certainly a middle school experience. When you're getting into lower grade levels, you're probably thinking about things a little bit differently.

Elementary teachers want to be thinking about creating a weekly packet of learning activities for students to do with their parents or other caregivers, resources that students will have access to at home from their backpacks. And perhaps thinking about other online resources that students may already regularly use within their classrooms. Of course, that's going to be school-by-school or district-by-district dependent.

We also would encourage schools to do some type of weekly synchronous check-in with elementary students and their families, using that same type of platform that we were talking about at a middle school or an upper school. And making sure that you're focusing on social-emotional wellness and community building rather than instruction during that time.

So you wouldn’t maintain the general contours of the school day for elementary school children. Rather, you'd give them material to work on and let their parents work with them independently?
That's the baseline idea. Since we know it’s not just parents but grandparents, other relatives and even older siblings who are providing support, it’s probably just not reasonable at younger grade levels to expect a normal school day to continue in a remote situation. But that should be a school-by-school, district-by-district decision, too.

What about teacher training?
Again, we don’t want to be training faculty in a tremendous number of new skills going into this distance-learning experience. Teachers are in crisis mode, too. But doing some simple training in using video platforms would be helpful for middle grades and upper grades teachers. As would some baseline training in crafting assignments that work well in distance-learning environments. And a third thing, depending on the level of sophistication of the school's learning management system, would be training teachers in the use of online discussion boards to continue class conversations outside of the school day.

Do you envision principals working with their teachers at a distance as well,  team meetings, professional development of some sort?
I would encourage schools to continue those meetings, to have regular check-ins. Again, as much for community building and their teachers’ own wellness as anything else. Teachers are already feeling and will continue to feel a tremendous amount of pressure and stress. Making sure that they have the support of school leaders is going to be super important.

What about assessments, tests, papers?
That’s probably something that you're working out within your own school a couple of weeks into running the new distance-learning platform. I would encourage schools to put a bit of a pause on tests and assessments during at least the first week, if not the first two weeks. In part because you're going to want to get your policies straight and consistent across your schools or your school districts. I can imagine in some scenarios school districts thinking about having parents proctor assessments. I can imagine other school districts thinking that’s just not feasible. There could be a wide range of those things. I would put a pause on testing at the start, until school districts can sort out these sorts of issues.

Other thoughts?
Administrators should think about creating a communications schedule with families. So that families can know when they should expect to hear from administrators. And to create some type of feedback loops so that you know what user experience is. You're designing programs and policies on the fly. It’s important to signal that to families, to send a supportive message: “We're doing our best. We know we are going to have to change as we go along. So we're going to solicit your feedback and make changes incrementally as we go through the coming weeks together."

Exactly fifty years ago, the spring of my sophomore year in college dissolved in a cloud of tear gas. No one was killed on my campus or on the campus of the college at whose golf course I was about to start my summer job mowing greens and raking sand traps, but the times were fraught with talk of revolution and a deep, deep distrust of the federal government and its executive leadership.

For thousands of students across the country today—and not just at colleges—the spring of 2020 is a huge unknown, just another part of the angst and (so far) low-grade panic that marks our era. On little or even no notice, educational institutions are closing down for an indefinite period, sending students and teachers off to work at home until the COVID-19 situation resolves itself into something that can be predicted and contained.

Much of the talk is about “online learning.” As anyone who has ever taken or attempted to teach a fully online class knows, designing online learning experiences that work—that is, that engage students and achieve their defined learning goals—is really challenging, requiring a knowledge not just of the technology (that’s nothing!) involved but also of an array of pedagogical strategies. For those with the inclination to do this work, training and guidance are the norm as they climb a learning curve that is often unexpectedly steep.

The COVID-19 crisis requires something different, although in the long term it may help us see new pathways.

Once upon a time, before there were online schools as we know them and before Clayton Christensen et al. promised us disrupted classrooms, there were parts of the world where far-flung students had to be taught but where brick-and-mortar schools were impracticable. Thus was born, in the outback of Australia and in the far north of Alaska, DISTANCE LEARNING.

Using radios at first and then computers, distance-learning students in these places were taught using the conventional pedagogies of the day. A discussion might take place over two-way radio or typed through radio-enabled teletypes and later modems. The technology was the challenge, and what could be taught was taught as well as possible.

In 2020 distance learning is still a viable option, especially for schools forced to change up their instructional delivery methods overnight. While online learning occupies its own spot in the educational ecosphere, distance learning is more like a continuation of normal classroom practice within the constraints of technologies that are both familiar (a school’s learning management system, say, or Google Drive) and far more powerful than what was available in Australia in 1962 or Alaska in 1992. New technologies for conferencing and document-sharing are relatively familiar, and so the transition from a class discussion in Room 217 to a Hangout or a Zoom is not such a challenge.

By leaping toward “online learning,” transforming every course into a freestanding and self-contained entity, schools that are already in a crisis mode (and closing a campus and going virtual can only be described as a crisis, even if it’s a crisis that’s under control) are very likely overcomplicating a situation that is stress-inducing enough for teachers, students, and families. This overcomplication can seriously impede the efficacy of the efforts being undertaken.

Thinking in a DISTANCE LEARNING frame can help keep things simple in all kinds of ways, and lowering expectations to encompass the possible does not mean diminishing the nature and the value of students’ educational experience. Here are a few things to think about, at least at the middle and high school levels:

• The distance learning model—do more or less what you’ve already been doing, only via the internet—does not require large amounts of urgent teacher training. Basic principles and tech-checks will get everyone started.
• ​With closings happening on little or even essentially no notice, schools should begin urging students to think “backpack ready.” Kids should have their texts and (if 1-to-1) their laptops or tablets in school, and they should take them all home at night. Help students understand the importance of this.
• Simplify your schedule. It is unrealistic to plan that students operating off-campus will experience the full daily schedule of the school. Maybe it’s time to develop a super-simple “just in case” core schedule, enabling a few hours each week for each academic class and taking advantage of the recovered passing and community time to make the academic days a bit less frantic. Keep important social-emotional learning time—advisory or class or school meetings—in place as best you can.
• ​​Remind everyone that a full day of distance learning, including homework, will not consume the time that a day of face-to-face school does. No commute or carpool waits, no passing times, no extracurricular time. Homework time, yes, but possibly even a bit less of that.
• Tests and quizzes might be off the table. Unless teachers are already familiar with some kind of responsive quiz creator, test-type assessments in real time will be at best insecure and at worst a tangle of requests for extra time or other accommodations. Teachers might think about in-class writings, presentation-preparation, problem-sets, or projects (and any of these could be worked by students collaboratively) as alternatives to more conventional assessments. Daily homework checks will be okay, still.
• ​Build a reserve corps of substitutes. Some teachers are likely to become sick, and others will need to be caring for their own families. Think about doing some basic training of folks like coaches, library/media/tech staff, or other student-service providers who are not full-time teachers to turn them into substitute distance-learning teachers who can step in if and when the need arises.
• Manage expectations. Programs vaunted as “online learning” undertaken with high expectations but low provider skills can, in the long run, tarnish the whole idea of learning via the internet and seriously set back a school’s strategic work around online and blended learning.

The challenge of the moment is to get through a fluid and unpredictable situation and to provide students a continuing educational experience as long as we need to and as well as we can. At this point in the COVID-19 saga most K–12 schools are looking at closings as a window of time, although that window may have to be extended in some areas through the end of the traditional school year.
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I imagine that some of my professors in 1970 saw The Strike as a serious impediment to their students’ learning. What I learned then, and what we must all set as our goal now, is that organized, generous, and creative thinking can meet any crisis. If Sociology 34b was not all that it might have been for me, a far greater lesson about preparedness and flexibility has stayed with me for a half-century. COVID-19 is the crisis of our time, and we can and will meet it and get through it.

Over the last week, our team at One Schoolhouse has fielded many calls and emails from the community about school continuity plans related to the COVID-19 outbreak.

For us, there are three overarching themes to your response that you should keep in mind:

• Be calm and pause. School is not the most important thing right now; safety is.
• Be straightforward and clear.  People will have heightened anxiety and may not be able to process information (particularly new information) as easily as usual. 
• Create simple solutions. In a crisis situation, simple technology is the best technology. Do not try to teach faculty complex new skills while at the same time dealing with a crisis.

With that in mind, we have created suggestions for schools to implement right now, in the foreseeable future, and longer term.

For many schools these resources will be enough to help. However, we know that it may help you to connect with a community of peers to discuss these suggestions and dive into additional resources. Therefore we have created two new professional development courses that will be offered (for free) in the coming weeks:

• Continuity in Crisis: ​Planning for Administrators
• Continuity in Crisis: ​Planning for Teachers

Ever since I moved into administration, I’ve felt that February is the toughest month of the school year. It is the month when the challenges of the current school year peak (student challenges, a global pandemic?!?), and when the planning for next school year is most intense (getting curriculum guides out, hiring, making admissions decisions). The weather doesn’t help either, at least where I’m writing from in the northeast United States. 

These challenges make it the most difficult month to be proactive and engage deeply in our own professional development.  And yet, if we don’t work proactively, we run the risks of doing the same thing (and making the same mistakes) year-over year.  

A couple of years ago, we developed On-Demand programs to allow independent school educators to quickly understand key issues in our field. Participants start whenever they are ready on a four-hour journey into a topic, and have thirty days to complete their course. These more “bite-size” programs help administrators align their work to best practice quickly. We find that most participants do the programs over a weekend.

Given the challenge of this time of year, here are three programs that might be of help right now:

• With our friends at NBOA, we’ve developed “Interviewing and Hiring.” This program, facilitated by Grace Lee, Partner at Venable LLC, helps administrators, department heads and others who are responsible for interviewing and hiring school employees to create a hiring process that is deliberate, thoughtful and respectful. Participants learn what they can do and can’t during the hiring process, and when they should reach out for legal advice.
• Peter Gow, our Independent Curriculum Resource Director at One Schoolhouse, has recently released a new course to help schools navigate the curriculum review process. Curriculum Review: A Process for Meaningful Evolution helps schools develop a blueprint for a comprehensive, inclusive, and (above all!) mission-informed curriculum review process that addresses not just content and pedagogy but also the learning culture of the school as a human community.
• The Change Cycle™ is a model that depicts the predictable and sequential behaviors that humans experience as they move through personal and professional change. Knowledge and awareness of the Change Cycle™ creates a shared understanding amongst a school community. In Change Cycle - Communication During Times of Change participants learn new skills and tools that allow them to communicate more effectively with  individuals and school communities to adapt and thrive in changing environments.

Whether you are an administrator, department chair or a classroom teacher, this is your chance to learn something new and improve your practice.

At One Schoolhouse, we meet our mission to empower learners and transform education by partnering with you and your schools to meet your needs.  Increasingly, we’ve heard from you that you need: additional semester elective opportunities for your students; full course strands in languages and computer science to replace low enrolled offerings on campus; and more resources to help your school transform and thrive in the contemporary education environment.  Here are three ways we’re meeting these needs in 2020.

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• Additional Semester Electives: We’re continuing to grow and transform our elective opportunities for students for the 2020-2021 school year. New courses include: Climate Change, Criminal Justice Reform, and Happiness! The Psychology of What Makes Life Worth Living.  When students take electives in high school, they are looking to pursue a passion or try out a topic before heading to college. Offering students electives are one way we increase their agency. But, we believe electives should go even further in offering freedom to pursue individual goals and outcomes. When a student takes a One Schoolhouse elective, they can choose to further their study from the fall course with a springtime activism, design, or research seminar.  These guided seminars offer students the structure they need to find success, while allowing them to create meaningful work.
• Full Course Strands: Increasingly, schools find that they are offering low enrollment course strands that become unsustainable in the long-term. That’s why we offer full sequences of Latin, French, Chinese, and Computer Science--and it’s why we continue to add to those strands.  In 2020-2021, we’ll be adding an additional level of Intermediate Latin in order to make sure students are fully prepared for AP or Advanced offerings.  In French, we’re adding a new Advanced French course with a focus on global business.  In Computer Science, we’re adding a new course in Data Science. And, we’re starting a new language next year, offering American Sign Language - Beginning.
• New Resources for Educators: In 2019, we merged our efforts with the Independent Curriculum Group (ICG). ICG, and their incredible Executive Director, Peter Gow, created world-class resources and thought-pieces for schools which lived on the ICG website. This year, those resources will be moved to the One Schoolhouse website and added to substantially.  Resources will be organized by theme, with a new theme announced each month…  Here’s a bonus for those of you who have made it this far… Check out the first month release a week early here, on Curriculum & Program Review.

We look forward to our continued partnership in 2020.  As always, if there is anything that we can do to help you or your school inspire learning please let me know.