July 17, 2020 | Edutopia

As the new school year looms in the U.S., many teachers are unsure of the exact amount of time they will need to dedicate to remote teaching. With departments of education and districts looking to maintain both teacher and student...

July 15, 2020 | Business Insider

The coronavirus pandemic could upend universities as we know them. While other economic downturns were a boon for graduate programs, especially at elite business schools where young professionals—at least, the ones who can afford to—could await a better employment prospects...

July 10, 2020 | Politifact

As thousands of school districts figure out how and to what degree they will reopen this fall, President Donald Trump railed against the recommendations from the Centers for Disease Control and Prevention. The administration has tightly linked reopening schools to...

June 24, 2020 | Berkeley Blog

In a shot heard around the country, on May 21, 2020, UC’s Board of Regents suspended the requirement and use of standardized tests, including the SAT and ACT, for freshman applicants.  UC will be test optional for campus selection of...

Summary

In preparing for the next school year, California state policymakers must set clear statewide expectations for teaching, learning, and student support, regardless of whether instruction is online or in person. This spring, local school districts scrambled to adapt to COVID-19 with a wide range of responses largely focused on securing delivery of online resources. Now is the time to shift the conversation back to the core purpose of school: learning. The state should establish a minimum amount of instructional time; create an instrument of diagnostic assessment and require its use; adopt instructional continuity plans; and advocate for and secure additional funding.

Supporting Student Learning Amid the Pandemic Requires Prioritizing Social-Emotional Care
Commentary authors
Krista Fairley
Rebecca Norwood
Janice Phan
Cynthia Sanchez
Summary

The pandemic has shifted the role of educators, urging them to go beyond traditional boundaries, ensuring student well-being through new challenges in remote learning. Teachers have adapted to online tools, engaged with trauma-exposed students, and provided one-to-one tutoring and emotional support. Administrators have coordinated food distribution, coached teachers, communicated policy changes, checked student well-being, and supported families. Essential lessons learned emphasize prioritizing social-emotional care for students and staff. To address this, maintaining connections through weekly office hours, redesigning learning strategies, allowing flexible guidelines, and investing in professional learning and collaboration are crucial. The shift demands bold transformations in educational practices, requiring inclusive policy decisions that value educators' insights and experiences to serve communities equitably amidst the crisis.