Worse than ever expected: school year 2020-2021

One idea I had is to rent out summer camp space for socially distanced, social learning
opportunities for small groups of students. That could have been a win-win if done safely.

 For 34 years, I remained in a school system because I truly believed that most community members, families, students, and educators were invested in a top-notch education with respect for all. That is what made the system so successful for years--there was true investment in a good, well-rounded education. Lately, however, many decision makers seem to have lost perspective with regard to the meaning of a great education as well as their investment in the schools for so long--rather than look for win-win solutions that protect the integrity of the system and the health and safety of all stakeholders, it seems like they are negating the investment in value with a race- and budget-mindset instead. Questions about leveling, learning all the curriculum, saving money, and getting into colleges move away from a holistic view of the value of a good education and highly effective educators to a perspective that sees education as a an easily measurable way for some to get ahead and get into college alone. Education is much more than that.

First, the system has refused to settle a contract with teachers for months. In a sense, they are holding this delay over teachers' heads which creates angst and a clear lack of support for the hard work, professional learning and good effort that educators in the system have displayed for years. Why would you add angst and worry to educators at this time--a time when they need to be as confident as possible to morph their teaching and learning patterns to the new reality of a pandemic?

Also, decision makers continue to make decision after decision about the details related to education without good collaboration with educators. Instead of letting educators make decisions about their safety and craft, many decisions are being layered on teachers' schedules and days without educator input thus creating undoable, ineffective education schedules and environments. Many of these plans will not work--I know that from my experience in schools for 34 years. Undoubtedly, the quality of education in the system will go down due to a lack of support for what educators and students need for good-quality education--the kind of education that improves lives and has long-term value.

Many decision makers who still don't meet in person and typically have little contact with large groups of students or day-to-day teaching, appear very comfortable making big statements about what they see as good decisions at a safe distance from the current COVID-19 virus, yet they don't truly understand what's at stake, and they don't know that they are jeopardizing a long term commitment and investment in a top-notch system of education, a system that has been built by intelligent, committed people over years.

Further, they are signing onto an online system that has been untested for the most vulnerable children and families in the system--families and children who cannot attend school for a large variety of safety issues. In a sense, they are forcing these students and families to learn apart from their peers and teachers due to their vulnerable conditions. This seems unfair and cruel to me--why distance the most vulnerable students from a system that has known and cared for them for years. Has the choice been made to lessen costs and perhaps provide money for future administrator salary increases, resume boosters, or job opportunities? I'm not sure.

To choose in ways that do not reflect the long term investment in quality education is like renting out a beautiful home that you've lived in and loved to thugs who will destroy it in a weekend. Why risk a long term investment in highly qualified educators, a solid learning infrastructure, and commitment to students and families like this for a short-term, superficial fix during a pandemic? Why spend lots of money for this kind of solution, when you could instead look for the promise in the problem and take a long term view?

A positive long term view would understand that this pandemic is a relatively short-term problem. In months to a year, we'll likely have a vaccine and life can return to a new normal. Why not think of win-win solutions that see the promise of the problem and work to spiral the education system ahead for the future. Win-win solutions could include the following:

1. Improve safe, remote learning efforts in ways that empower every student.
2. Work with families in ways that empower their ability to support their children today and into the future. This also has potential to serve to build the family-educator-student teams in substantial ways.
3. Look for creative ways to help students find the social and athletic opportunities that are important to their welfare and safe at this time--outdoor explorations and adventures might be a great fit for this aim. 
4. Shore up buildings and their surrounding environments so that when children do return, the buildings are in good order.
5. Don't spend money on short-term fixes, but instead spend money on long term investments that retain the value and integrity of the education system.
6. Create small-pods of online learners and make sure that almost every staff member is teaching--lessen the amount of leaders that don't have direct access to students and elevate the amount of people who serve children. This will decrease student-teacher ratios in positive ways and create a greater opportunity to serve children and families well. 
7. Work on the long term vision for the system--a vision that remains strong during challenges, and a vision that retains and reimagines education quality and commitment for modern times. 
8. Support families and students, particularly those most vulnerable. When we support the most challenged amongst us, we elevate the value of our programs and efforts for everyone.
9. Let educators lead the conversation when it comes to quality education opportunities. This is educators' area of experience, commitment, and expertise. 
10. Look for ways to support families who are struggling with childcare issues.

I listened carefully to school decision making in late spring and early summer. I offered many win-win solutions for safe learning and good childcare, but my ideas were essentially ignored. Day after day, I listened to many demeaning comments about teachers and education. I requested a safe teaching position since I have an underlying condition that puts me at greater risk for contacting the virus--that request was not honored. I had to retire to protect my own health and safety. I probably should have filed for a disability retirement, but I didn't, and may research that in the days ahead. In the meantime though, I am very sad that a system that I worked in for so long, a system that I respected, is showing such little respect and concern for educators, students, and families with regard to safety, equity, and what it means to support a high quality education program. I would hate to see the long term investment made by so many quickly collapse due to short-term, narrow perspectives and decision making. We can do better. Onward.