The Coronavirus Diaries: A Parent Primer for the Pivot

Just when I thought we were out…they pulled us back in.

I don’t mean to make light of the situation.  Back in October, I wrote a blog post explaining why we were taking time to lay the ground for a potential pivot, not knowing and very much hoping that one would not be forthcoming.  And here we are in January, two weeks into a three-week pivot of fully distanced learning…or what we certainly hope will be (only) a three-week pivot.

Let me first answer what I believe are a few pressing questions…

What does being a private school mean when it comes to closures?

Not much.  Other than us getting our letter from a different department of the Ministry of Education, and for some reason getting it consistently a few days delayed, there has been no separation between what has been required for public and private schools at any point along this journey.  One might (this one certainly has) wonder whether there could be a circumstance where private and/or individual schools are given discretion to make choices when it comes to closures, but that is not how it has played out thus far.

What is currently true about a return to in-person learning?

As of this writing, we are still scheduled to return to in-person learning on Monday, January 25th.  We have been told that any decision about extending beyond that date won’t be made/communicated until January 20th.

 

So, if you already feel comfortable with all the ways in which OJCS lives its Distance Learning Program, please feel free to skip the next long section and please jump to the two additional items below.

For anyone for whom this is still new – and for anyone who needs a refresher – let me offer a summary and syllabus of the accumulated wisdom from last spring.  What we learned last year informed how we planned this year’s hyflex program and the kinds of self-directed learning skills we knew we wanted to focus on at the beginning of the year for just this situation.  All of those successes and failures contribute to our current lived experience.

So…what’s most important to know/remember?

In our first post to parents last year about transitioning to school-at-home, we…

…talked about reasonable expectations for parents.

…shared ideas about how to create an optimal learning environment for your children (while acknowledging how unlikely it would be to achieve).

…discussed how we planned on addressing mental health concerns.

…made commitments to honor IEPs.

We ended with…

Let’s be sure to give each other permission to feel anxious or scared.  Let’s recognize that we will have both failures and successes in the weeks ahead.  Let’s create space for the messy learning and schedule challenges and conflicts.

[That still sounds about right!]

In our second post, after we launched, we focused on…

The spine of our program is the OJCS Blogosphere.  This was in the process of becoming true before the pandemic because of all the things we believe to be true about teaching and learning in the 21st century.  It is really proving its worth now that we have had to transition to distance learning on a dime.  The action is going to take place online; the architecture is anchored in classroom blogs and student blogfolios.

[This still very much remains true!]

We ended with…

I remain in awe of what we have all managed to accomplish here in such a short amount of time.  Let’s keep sharing with each other and with the wider world.  Let’s keep creating space for mistakes and anxiety.  Let’s keep celebrating small victories and minor miracles.  Let’s combat the social recession with creative social experiences.  Let’s live our school’s North Stars and our community’s Jewish values in this new virtual reality.

[Yes, please!]

Our third post focused exclusively on how distance learning amplifies quiet voices.

[This is something we have tried to carry forward to in-person learning.]

As we were gaining experience, we started to realize that there were a lot of positives from distance learning that we very much wanted to name and plan to continue in the transition back to in-person learning.  In our fourth post we highlighted the most significant ones:

  • Amplifying Quiet/Introverted Voices
  • Developing Self-Directed Learners
  • Strengthening Global Connectedness
  • Digital Citizenship
  • Personalized Learning

[These, too, are things we have tried to carry forward to in-person learning AND tried to frontload in case we did have to make the very pivot we are in.]

And I wasn’t the only one blogging out really helpful and important information!

Sharon Reichstein, our Director of Special Needs, has been putting out amazing posts helping parents find their way through the challenges – not just for their children, but for them – of distance learning.

Shannon LaValley, our school’s psychotherapist, put out a post addressing the mental health issues raised by distance learning.

And that brings us full circle.

Whether we are in this place for one more week or longer; whether this will be the only pivot this year or if additional pivots are in our future, please be assured that because of the work that our talented teachers have been putting into their professional growth over the last four years and the experience we gained last spring, the Ottawa Jewish Community School is ready to meet this moment.  We have been saying for years that the “future of education” is happening at OJCS.   Because it is.

Enrollment for 2021-2022 is right around the corner!  As we prepare for another exciting year at OJCS, we have been blitzing social media and holding a series of targeted “parlour meetings”.  This week we had two meetings for potential JK families.  Next week brings meetings for potential SK families and the week after is geared towards families with children in all grades.  As word of mouth continues to be our best marketing technique, your ongoing and visible support through positive social media and conversation with your peer groups has tremendous impact.  You can make all the difference in ensuring that we bring #TheOJCSDifference to more and more of our community’s children and families.

Since we were regrettably slow to inform the last time, let me share with you now the plan for our next round of Parent-Teacher Conferences, which will come around in March.  We, again, based on feedback and evolving circumstances have made changes.  What we will prototype this time, we believe, may be the model moving forward as we try to balance complex needs – most importantly having enough conference spots for a growing school.

We will shift conferences to a Thursday-Friday.  Spring Parent-Teacher Conferences will now take place on March 18th and 19th.  On Thursday, March 18th, we will have an early dismissal at 2:00 PM.  Because of safety protocols, we will be unable to provide childcare.  The conference windows on Thursday will be from 3:00 – 5:00 PM & 6:00 – 9:00 PM.  On Friday, March 19th there will be no school and the day will be dedicated to conferences.  Our feedback from parents about the ability to participate in these conferences remotely – which we will carry forward post-COVID – steers us towards no longer needing to dedicate two evenings to accommodate busy and working parents.  Should this model prove successful, our calendar for 2021-2022 will factor in an additional two days of closure.  We will both ensure we are providing the requisite number of school days and look to partners to help provide OJCS parents with childcare on what would now be four days of closure – two for PD and two for conferences.

The Coronavirus Diaries: Preparing the Pivot

This blog post is not intended to indicate any inside information about impending school closures!  I know no more than anyone else about how long we will be blessed with in-person learning at OJCS.  Despite all the challenges – the daily stressors on families when symptoms and exposures occur, the life juggling required to accomodate unplanned learning from home and the extraordinary responsibility our teachers have assumed with grace and care to provide seamless hyflex learning – we are doing remarkably well!  I can’t visit classrooms like I used to, but from what I can see with my own eyes or on a screen, we are delivering on our promise.

Part of what happens at the beginning of each year at OJCS, is that I meet with each teacher to develop an individualized Professional Growth Plan (PGP) for the year.  We believe deeply in lifelong learning and our teachers all establish growth goals to help them be the best teachers they can be.  Through those conversations, we have come to believe that one thing we can be doing now – ahead of any pivot to distance learning should it come – is to role-play distance learning here in school.  We didn’t have any time last year to experience distance learning from the back-end (what does it look like from the student’s perspective?) or to do specific skill-building or troubleshooting, especially at the youngest grades.  We are encouraging all our teachers to take the time now, while we have it, to dedicate a period, a block, a half-day or even a full day to role-play “Distance Learning in Grade X”.  Let’s have the teacher teach from his or her device while students learn from theirs.  Let’s have the teacher create asynchronous lessons that students should (even in K) be able to navigate without (or with limited) parent support and see what happens.

What does this mean for me now?

Great question!  Not much.  You may wish to pay attention to how and when your child(ren)’s teacher(s) schedule these simulated days.  If your child is in Grades K-3, you may see a request from teachers that those students who do have access to devices (tablets or laptops) begin to bring them to school (if you are comfortable).  Whereas we are BYODevice in Grades 4-8, we rely on the school’s iPads in Grades K-3.  Although we are looking to add to our current supply, if you have a device that your child in Grades K-3 would likely be using in the case of a pivot, you may wish to send it for these scheduled practices.

Besides access to devices, how else are teachers preparing for the pivot?

We are seeing a direct result of the learning teachers did during our Pre-Planning Week and an increase in successful asynchronous and hyflex learning.  Please revisit this post to see why and how your child(ren)’s teacher(s) are beginning to embrace platforms like Classkick and Nearpod.

How else can we – as parents – prepare for the pivot?

Another excellent question!  Here, I would advise you to revisit this post from last spring that clarified home expectations.  Our goal is NOT to provide materials for homeschooling!  Our goal is to allow high-quality, rigourous, OJCS learning to happen at home.

 

We don’t know if and when this is coming, but we do know that we want to be as prepared as we can.  If we do these things now when we have ample opportunity to correct, adjust and adapt, it will make any kind of pivot that much more seamless and successful.

If you were playing the COVID “pivot” drinking game, please find a comfortable place to rest for the rest of the day!

This is normally the time of year where I post an update of our school’s philosophy with regard to standardized testing as we prepare to take this year’s exam.  This was the year that we were scheduled to pilot the CAT-5 (we have been taking the CAT-4) and to again expand the grades who take it.  The eventual goal is for each grade to take this exam each year so that we have the most actionable data.  This year, however, the CAT-5 will not roll out due to COVID and most private schools have decided to pause standardized testing.  We, too, shall pause although I would have loved to see the data.  Our theory of the case is that we did not see too much slippage last spring because of our response.  I would love to see if the data bore that out, but even figuring out the logistics of proctoring these exams in compliance with safety protocols is not a good use of our resources.  We look forward to resuming standardized testing in 2020-2021.

The Coronavirus Diaries: We Won’t Go BACK To School; We Will Go Forward

Phase II of the Ottawa Jewish Community School’s Distance Learning Program launched on Monday, April 20th upon our return from Passover Break.  “Phase II” came after both a “Soft Launch” and a “Phase I” and each iteration was developed based on feedback from student/parent/teacher surveys, shared experiences from schools on similar journeys (especially the ones a few weeks ahead) and best practices from educational experts.  Each phase has us moving farther from simply trying to reproduce brick-and-mortar schooling in a virtual context and moving closer to creating meaningful learning experiences through distance learning.

Although the spectra on which each calibration has been based – live experiences/recorded experiences, synchronous/asynchronous, teacher-directed learning/self-directed learning, group learning/independent learning, device-dependent learning/device-free learning, etc. – remain the same, we believe that each new phase has fine-tuned the program so that the highest number of students can find the highest degree of success within the range.  We know that with each family situation and each child’s learning style being highly personal that there are no one-size-fits-all programs.  We believe that we have landed in the right place – for now – and that our continuous seeking of feedback and ongoing flexibility will allow for the successful navigation of individual concerns.

We don’t know when we will return to school.  (Technically, the current restrictions end on May 4.)  We developed and launched Phase II to accommodate schooling through the end of the school year.  We would be thrilled to return sooner.  We are hopeful that the beginning of the 2020-2021 school year will take place in our classrooms.  We know that at some point in the future that we will return.  But as one of my gurus in the field Heidi Hayes Jacobs recently said,

We have to start thinking about how we don’t go back to school, but how we go forward to school.

This quote was brought to us by our friend and colleague Silvia Tolisano, whose name you may recognize because she was one of the consultants who worked with our faculty last year on innovative pedagogies and documentation of/for/as learning, who facilitated our April Faculty Meeting this week.  And like every professional development experience with Silvia (and I am lucky enough to have had a decade’s worth across two schools and four organizations), our teachers and administrators came out of it with just the right blend of feeling overwhelmed and inspired.  “Overwhelmed” because Silvia is a fountain of information, pedagogies, ideas, techniques and tricks that seems impossible for any one person to learn, let alone master.  “Inspired” because Silvia gives you permission to dream big dreams, encourages you to see challenges as opportunities, and urges you that the future is right around the corner with our children deserving nothing less than an education that will prepare them for their future success.

This extraordinary moment we are living, teaching and learning through will eventually end, but it would be a huge mistake to go back to school as it was when we have an opportunity to go forward to school as it ought to be.  This moment, however long it lasts, is a challenge, but it is also an amazing opportunity to try learn and to try and to fail and to succeed.  We are only (!) in our fourth week of distance learning, but I feel very strongly that there are five clear ways that we will want to go forward to school.

Amplifying Quiet/Introverted Voices

This is something that I recently blogged about, so I won’t repeat myself here.  I will simply say that I continue to find just in my own (limited) teaching and engagement with blogs and blogfolios that the use of chat rooms, the facilitation of Google Meetings with clear and obvious rules for muting and speaking, and the use of self-recorded audio and video continues to allow me to see facets of our children’s personalities and depth of thought that would surely be lost in a healthily noisy classroom context.  The feedback from teachers bear this out.  Distance learning may have forced us into these techniques, but our core values – our North Stars – of “each being responsible one to the other” and “we learn better together” require us to continue to amplify quiet voices when we go forward to school.

Developing Self-Directed Learners

This category comes directly from Silvia and was the focus of her time with our teachers this week.  Distance learning – as many of our parents can vouch for – is helped tremendously when students have the skills necessary to be self-directed learners.  And these skills are not exclusive to certain grades or subjects or even learning styles.  Our teachers have already begun thinking about how the skills you see below can make as much sense in a Kindergarten English lesson as they can a Grade 4 French lesson as they can in a Grade 8 Hebrew lesson.

One could argue (and one has!) that the only real aim in schooling is being sure that students are capable of being able to learn how to learn.  What the move to distance learning forced on us was explicitly teaching these skills to students who not have adequately mastered them yet.  We are making up for lost time now out of necessity.  But we cannot truly embody our core values – our North Stars – of “We own our learning” unless we embed these skills more deeply in our curriculum when we go forward to school.

Digital Citizenship

Digital Citizenship is already something we invest a great deal of energy in at OJCS because of what we believe to be true about teaching and learning.  However, the shift to distance learning has revealed some gaps and some delays in our workshops and curriculum.  Our teachers, working together with our amazing Librarian, Brigitte Ruel, are filling those gaps in the present and will work to make them permanent features of #TheOJCSWay when we go forward to school.

Personalized Learning

Almost more than anything else, the move to distance learning has proved the necessity and the power of personalized learning.  We have no choice, but to lean into individualized instruction, personalized curriculum, and self-directed learning.  We can’t live our North Star of “a floor, but no ceiling” without fulfilling this promise – that we will know each student in our school well enough to lovingly inspire them to reach their maximum potential academically, socially, and spiritually.  To do that well, to do that all for that matter, requires you to spend meaningful time building relationships.  It can be hard to do that in a crowded classroom, but its importance comes screamingly clear through distance.  The amount of time we are now spending in direct communication with students and parents about their learning, the care that is now being put into personalized learning programs will help ensure that when we do go forward to school that we will come that much closer to treating each student as if they have unique and special needs…because they do.

Strengthening (Global) Connectedness

Jewish day schools in general and OJCS in particular emphasize global connectedness.  We’ve always maintained connections to schools in other countries and to personalities from other cultures.  We leverage those relationships to speak in our three languages, to engage in active citizenship, to perform acts of social justice and lovingkindness, to participate in our city, provincial and federal discourse and to foster our love for the People, Land and State of Israel.

In a time of social distancing, however, not only have we had to lean on our global connectedness, but we have had to learn how to foster local and school connectedness through platforms as well.  We cannot live our North Stars of “ruach” and “being on inspiring Jewish journeys” during a time of distancing without it.  When we gather as a community for a virtual Family Kabbalat Shabbat or our students learn with and from a Holocaust survivor or when we celebrate Israel’s independence as part of a global audience, we feel the power of a connected community.

But when we go forward to school, what I’ll be thinking about is how much joy our students have each (virtual) day when they get to see each other’s smiling faces.  How can we use what we have learned about connectedness when distance was imposed on us all, to address school and community needs when distance is required for a few?  How could we incorporate our sick classmates into daily learning?  How could we incorporate parents or grandparents who are unable to be physically present, but want to be connected and involved into the life of the school?

Sooner than later – hopefully sooner! – we really will be returning.  We look forward to enjoying a hot dog and the physical company of new and returning families…at the 2020-2021 OJCS PTA Welcome Forward BBQ.

Ken y’hit ratzon.

The Coronavirus Diaries: Distance Learning Amplifies Introverted Voices

Let’s say you have 20 students in a class and you have 1 hour available to teach.  If all that happened during that period was giving each student an opportunity to speak, each student would have three minutes of airtime.  That’s if the teacher doesn’t say a single word, if the entire lesson was given over to student voice, and each student spoke for the exact same length of time.  Since that never happens, if you did the math, how much time do you think a teacher actually spends hearing directly from his or her most shy/introverted/speech-challenged students during an average lesson?  Or during an average day, week, month or year?

I was chatting with a colleague yesterday and we were comparing notes about what good is coming from our schools being forced to go entirely virtual for an unknown length of time.  We were able to come up with a pretty robust list – facility with new pedagogies/platforms and increased emphasis on differentiation/personalization immediately leapt to mind.  But what I want to focus on here is another unintended benefit of going remote – a #COVID19SilverLining so says the trending hashtag – the opportunity to hear the voices that are oftentimes drowned out or kept silent by the normal course of schooling.  A lot of teachers are going get a chance to better know a bunch of their most interesting, funny, serious and creative students. Distance learning is going to unleash and amplify introverted voices to everyone’s benefit.

In a blog post a few weeks back where I (re)introduced you to our student blogfolios, I said that:

But what I enjoy seeing the most is the range of creativity and personalization that expresses itself through their aesthetic design, the features they choose to include (and leave out), and the voluntary writing.

And that is totally true.  But what is also true, is that reading student voices or watching student videos or viewing student artwork through their blogfolios unlocks voices and personalties that don’t always come through in face-to-face engagement.  There are students who have extraordinary senses of humor and who are brilliantly creative and I had no idea!  Blogs and blogfolios allow teachers and administrators to get to know our students more fully and through commentary allow us to relationship-build more meaningfully.  That is why they are powerful pedagogies in normal circumstances.  What is true for blogs and blogfolios normally is now true for much of distance learning for all our students for much of our day.

The nature of the beast is that distance learning reduces the amount of frontal and whole-class learning (although it still has a place) and increases the amount of small-group and individual learning.  Those latter forms of learning still happen across a variety of platforms – live in Google Meeting, independently at home, postings on blogs/blogfolios/GoogleDocs, etc. – but they all allow for, or really require, more individual contact time between teacher and student.

We are just three days into the OJCS Distance Learning Program. Our soft launch is concluding today with student and parent surveys. All that we learned this week will be factored into the launch of Phase I, which begins on Monday and will last for two weeks.  Our students and our parents and our teachers are overwhelmed and exhausted and proud and exhilarated all at the same time.  We have already gained so much from having this experience.  But one of the biggest gains has come in our teachers’ ability to better know and to spend more time with the students they not have the bandwidth to lean into when we have crowded rooms and limited time.

We are all anxious to know if and when we are going to return to brick-and-mortar schooling.  But what we are learning about how to reach all our students, how to ensure all voices are heard, and the enhanced relationships that come as a result of new methods – all of that has to come with us when we do return.  If we can learn from this experience how to unleash the passion and talents of all our students – loud and quiet – well, that would be one heckuva #COVID19SilverLining.

The Coronavirus Diaries: The Launch Begins!

I promise that I will not be live-blogging each day of the OJCS Distance Learning Program!  But to the degree that it is helpful to document the soft launch – both for us and for fellow travelers – and because it is going to be a bit of “hurry up and wait” for the administration now that virtual classes have begun, I thought it would be good to show a little of what things actually look like.

The spine of our program is the OJCS Blogosphere.  This was in the process of becoming true before the pandemic because of all the things we believe to be true about teaching and learning in the 21st century.  It is really proving its worth now that we have had to transition to distance learning on a dime.  Just a quick look at the screenshot above – or a quick jump on the link – will show you how our teachers have immediately pivoted.  The action is going to take place online; the architecture is anchored in classroom blogs and student blogfolios.

How did Grade 8, for example, start its day?  Glad you asked!

How did our amazing Librarian already begin serving not just our school, but our entire community? #OJCSStoryTime anyone?

How does it look from a parent/student perspective?

And the sound outside my daughter’s “classroom”:

You get the idea; these are just from the first hours, more and more are coming as the day begins.  You can see it all on our different social media channels.

What else am I seeing?

I am seeing lots of teachers supporting other teachers.  Sharing live experiences with Google Meet, using internal Google Hangout for quick references, administrators popping in and out of “virtual” classrooms, etc.

I am seeing that in some families the anxiety starting to lift as the unknown becomes known.  But I am not naive enough to believe that this is true for all families.  Our concern and attention is going to move soon from the families and students we are engaged with to the ones we aren’t.  That will become more pressing as we move from the soft launch this week to Phase 1 after this week to the ever-more-likely Phase 2 after Passover.

What else is important during this week’s soft launch?

Preaching patience!  We chose a soft launch on purpose.  We know that some things are going to work well right away; some things are going to work once we’ve had enough time to practice; and some things aren’t going to work at all and we’ll have to adjust.  We are going to use these three days to figure out what belongs in which bucket.

  • Is Google Meet/Hangout going to ultimately prove successful with its limitations in muting and viewing the whole class?
  • How will we support students and/or parents for whom this transition proves to be more challenging?
  • How will we support teachers for whom this transition proves to be more challenging?
  • Will we need to add structured tutorials to our website/blogosphere on targeted topics (how to use Google Meet, how to submit work through GoogleDocs, etc.)?
  • How will we continue to live our North Stars?  We can see lots of examples of them already in play, but once the novelty and excitement (and stress and anxiety) wears off and we settle in, will we find opportunities for ruach?  Will we continue being “on inspiring Jewish journeys”?

In just the two hours or so since I opened this blog, I have been following the emails, tweets, Facebook posts, and chats of teachers, parents and students.  I remain in awe of what we have all managed to accomplish here in such a short amount of time.  Let’s keep sharing with each other and with the wider world.  Let’s keep creating space for mistakes and anxiety.  Let’s keep celebrating small victories and minor miracles.  Let’s combat the social recession with creative social experiences.  Let’s live our school’s North Stars and our community’s Jewish values in this new virtual reality.

We are definitely taking it one day at a time…but it has been a pretty special day one so far.

 

The Coronavirus Diaries: School-At-Home ≠ Homeschool

How quickly the world turns…

Four days ago, we were celebrating Ruach Week and I was dressed like a pirate.  Today, we are preparing to launch the OJCS Distance Learning Program and I am dressed like a teenager.  Four days ago, we weren’t sure if we were going to close.  Today, we aren’t sure if we are going to reopen.

I cannot believe how quickly things have moved and I cannot believe how quickly our school and our teachers have mobilized a response. Sure we had started talking about what would need to be true for us to go live with a distance learning program, but even I wouldn’t have thought we’d be able to switch tracks on a dime.  [I am just as impressed with how our entire Jewish Community has responded, led by Andrea Freedman and our Jewish Federation.]  But I am most impressed by our parents.  With all the challenges of transitioning to telecommuting, preparing for creative childcare, and just the nuts and bolts of being at home for a sustained period of time – plus balancing all the anxiety and concern that is so understandable – we have been so blessed to see such positive attitudes and growth mindsets.

Maybe I am still getting used to #CanadaNice, but to all the people who have found time to express their appreciation for the work the school has been doing, please know that it is greatly appreciated.  Please also know that it takes our entire team of teachers and staff to make this happen and they are just as worthy, if not more, for your appreciation.

If you thought 1,000+ words in a blog post is fun, you must really be enjoying my daily emails!  I imagine that once we launch that the email traffic (at least from me) will recede, but we are trying to strike the right balance between sharing too much and sharing too little.  I am also trying to find my balance between what information belongs here, in my blog, and what can remain contained to direct email.  I don’t want my blog to be repetitive for parents, but there is a wider audience I want looped into our work.  (Why?  Because of the “moral imperative of sharing”.  We learn from other schools and other schools learn from us.)

So in this section, I am going to cherrypick the most salient issues from parent emails.  If you have already read them, feel free to jump to the next section.

  • As previously stated, our Department of Special Needs is reaching out to each family of a child who has a support plan or IEP to discuss how we are going to continue to support and make accommodations during this transition.
  • We spoke today with Shannon Lavalley, our school’s psychotherapist, and she wanted to share out a few things…
…as JFS plans its transition to e-counseling, Shannon’s individual sessions with OJCS students is on hold.  She will be directly in contact with those families to discuss next steps once they have worked out their logistical concerns.

…we will be adding a blog for Shannon in the days ahead.  This is where Shannon can and will share out global advice and resources for OJCS families during this challenging time.  In the meanwhile, she recommends:

  • We are beginning to think about how our special school community can help ward off the coming social recession as social distancing kicks in.  Our PTA is brainstorming virtual social opportunities and calling on parents who have bandwidth to email the PTA ([email protected]) with proposed day/time/subject.  We are thinking about things like, “PTA Happy Hour” on Thursday at 4:00 PM.  Or “Family Passover Baking” or “Adult Yoga” or “Managing Children’s Anxiety”.  We would love a blend of fun and practical ideas; #TheOJCSDifference isn’t just for students.

Our main story today, however, is about structuring a learning environment conducive to the OJCS Distance Learning Program.  Or as the blog post title suggests, what does it mean for students to participate in a “school at home” program and not homeschooling?

The biggest difference is that we do not wish for parents to have to serve as teachers.  The majority of our parents will, themselves, be trying to figure out how to perform their own jobs by remote and are not educators.  We aren’t putting together plans and activities for our parents to facilitate with their children.  We plan on providing schooling itself, albeit through a creative blend of live, remote and at-home experiences.

Let’s name that depending on people’s homes, access to devices, techno-comfort, childcare needs, etc., etc., that very few homes will be operating in what we would consider to be an “optimal environmental setting”.

What is an optimal environmental setting?

The ideal, which we imagine very few families will be able to navigate, has each OJCS student in your family logged in and actively engaged throughout his or her school day.  That they are alone in a room with a device that allows them to participate in all the live experiences, while having access to their books and materials to participate in all the remote experiences.  That when the schedule calls for breaks, that healthy snacks are available.  That when the schedule calls for physical activity, that materials or space is available.  That those who have enough executive functioning skills will be able to self-navigate and that those who do not will have enough access to an adult to find success.

Will that be equally true for each student in each grade in each family?

For sure no!  That’s why we are building care and concern, flexibility and freedom, attendance and accountability into the system.  It is also why we will be surveying families along the way to see what we can do to make things easier or more effective when we can.

Can we talk about screen time?

Let’s name that we will all need to be more flexible in our understandings of “screen time”.  Opting for a screen when lots of IRL (“in real life”) experiences were available was never our goal at OJCS.  But now that we are living in the “upside-down” it is possible that use of technology will provide our students with more and richer IRL experiences, that through technology we can combat social isolation with conversation, faces and laughter.  All “screen time” was not, and definitely now, is not equal.

Family Kabbalat Shabbat is best done with us all together in the Chapel.  But live-streaming it this Friday, through a screen, is going to be way better than not having it all!  (Hope you join me!)

Tomorrow, we launch a new chapter in our school’s journey.  Whether it winds up being a three-week, five-week or rest-of-the-school-year journey is not yet clear.  What is clear, however, is that because of the work that our talented teachers have been putting into their professional growth over the last three year, the Ottawa Jewish Community School is ready to meet this moment.  Let’s be sure to give each other permission to feel anxious or scared.  Let’s recognize that we will have both failures and successes in the weeks ahead.  Let’s create space for the messy learning and schedule challenges and conflicts.

This chapter in our journey may have been totally unexpected, but it does not delay us from our ultimate destination.  We have been saying for years that the “future of education” is happening at OJCS.   The future begins tomorrow.

The Coronavirus Diaries: And So It Begins…

Today was amongst the proudest of my entire professional career.  No one is looking for a pandemic to justify everything one believes to be true about teaching and learning and nothing about school closures is worthy of celebration.

But.

Our teachers and our school were made for this moment.

With only a few weeks of prior planning, we seamlessly transitioned into an entire day of PD and meetings to finalize the soft launch of our OJCS Distance Learning Program for next week.  We met both by grade level and by subject matter to lay out the when and the what as well as the how to navigate this new world that we are entering.  We met on Zoom and on GoogleHangout.  We created calendars, schedules, resources, links, folders and drives.  Our teachers were professional and prepared.  Sure, they – like you – are anxious, but they are also in good spirits because all the work we have done over the last two years and more have uniquely prepared us for moving to remote learning on a dime.  We did not invest time and resources in new platforms and pedagogies because we ever could have imagined a school closure of this nature.  We did not pioneer blogs and blogfolios because we thought we’d need to build a Distance Learning Program around them. But boy are we happy we have done all that and more in times like these…

For the non-OJCS parents who read my blog and who may already be in closure or preparing for it, here is a snippet of what we shared out today:

“(I)n light of the decision of fellow Jewish day schools in Ontario and to remain abundantly cautious, we have taken the step to close school through April 20th.  We will reassess as we get closer to Passover Break as to when and how to physically reopen.

Here is what it means.

The school building will be open on Monday, March 16th.  This is to provide teachers and students with an opportunity to come and retrieve all the books, devices, materials, etc., that will be needed to navigate the OJCS Distance Learning Program that will launch.  The Library will be open from 9:00 – 2:00 PM for anyone who needs to stock up on library books.  We understand and respect that not everyone may feel comfortable reentering the building, but please know that according to Public Health there is no additional risk involved.  Please additionally know that the Campus took advantage of today’s closure to do a deep clean if that provides added comfort.  [Let me take a moment to personally thank Andrea Freedman and Federation who have been tremendous partners during this difficult moment.]

We will be sending out schedules for the soft launch of our OJCS Distance Learning Program by the end of day on Monday.

We will be holding a Virtual Parent Town Hall to explain the OJCS Distance Learning Program on Tuesday, March 17th at 7:00 PM.  (Link to follow.)

We will soft launch the OJCS Distance Learning Program on Wednesday, March 18th.

We will officially launch the OJCS Distance Learning Program on Monday, March 23rd.

Additionally, report cards will go home electronically on Monday and we will encourage families wishing for Parent-Teacher Conferences to either use the existing schedule for phone conversations or to reach out and schedule directly with your child(ren)’s teacher(s).”

I am so incredibly proud of our teachers who have put this program together professionally and quickly.  Each day will have structure, accountability, learning and experiences.  There will be a blend of live experiences, recorded experiences, links, etc., that are age- and subject-appropriate.  We recognize that there will be childcare and technological challenges to work through and are prepared to navigate both with the utmost flexibility and care.  Although we will need to lean into technology, please know that we do not expect any child to be in front of a screen or a device the whole day long.  There will be lots of structured activities that do not require technology, although the technology will likely be the jumping off point.

Most importantly, is that we will be providing high-quality secular, Jewish and French education and experiences that ensure that our graduates are prepared for success in Grade 9 and that all our students are adequately prepared to be promoted into their next grade level.

These are the times where I feel grateful to be part of such an extraordinary community of teachers, students, parents and institutions.  Working and pulling together, we will ensure that we are safe and that the learning continues.  And that is truly and emphatically #TheOJCSDifference.

I will be using “The Coronavirus Diaries” as a way of sharing out broader issues to our parents, our local community and the community of Jewish and secular educators who read my blog.  I will have thoughts and advice to share with parents about how to structure time and space to facilitate distance learning.  I will have thoughts and advice to share with teachers and colleagues about how to run an educational institution by remote.  (First tip – don’t let yourself go to the kitchen every time you are hungry.)  I will also hope that as people have no choice, but to be more engaged in use of blogs during these times, that people will begin to comment and share resources here and elsewhere.  It will take a virtual village to get us through and I believe deeply in the “moral imperative of sharing”.  I will share with you…and I hope you share with me.

Be safe.  Be smart.  But don’t panic.  We will come out of this stronger and better teachers and schools as a result.