Research into practice: Lessons from the front lines of remote learning
Carrie Pratt is a former classroom teacher, Instructional Technology Specialist, Educational Specialist, and School-Based Administrator. Currently, Carrie serves as a K-12 Technology Support Specialist.
(Editor’s note: The connections between research and practice in education—or lack thereof—are an ongoing discussion in the research community that meets at DLAC, and elsewhere. This post by Carrie Pratt is based on her work in K-12 public education, informed by her doctoral studies and research, during the initial remote learning period this past spring.)
The public school district shut down on March 12 in response to COVID-19. Responding the following day quickly, I synergized with the Instructional Technology Specialist to plan for distance learning. We gained access to a video conferencing tool and created online course skeletons for our elementary teachers. Although the elementary school teachers typically used Google more than the formal Learning Management System (LMS) adopted by the school district, to remain proactive, we created courses in that LMS with the belief the school district would mandate its use. Understanding that chaos may come with the unknown, I spent the weekend creating a Continuity of Communication and Distance Learning guide, aiming to be comprehensive yet succinct. This guide was dynamic, changing daily with updates as we learned more about the wants and needs of our school community, COVID, and what we needed to do to respond or “do” at the moment. Once schools were closed, the district engaged central office curriculum specialists and school-based administrators. Significant collaboration occurred to plan, prepare, and respond.
At the end of the two weeks, I believed:
It was possible that school districts may experience barriers when accessing a sole LMS synchronously on a standard schedule. There is no history of a district shift to learning online of this magnitude, and the outcome was mostly unknown.
Elementary students, lacking daily experience with the LMS, may struggle to access learning.
Elementary teachers and students with experience using Google Classroom would continue to use that familiar tool, thus decreasing potential barriers.
An announcement of tabling formal grading may decrease learner engagement or agency in the shift to distance learning.
As an acting assistant principal, I needed to serve and support school stakeholders. Therefore, I knew that I had to be authentic and transparent to help teachers understand that we could address this shift to distance learning in a learner-centered, research-based way, despite the urgency and unknown outcomes.
After the two weeks of district planning, school staff was required to engage in professional learning by The Modern Classroom Project, a Digital Promise MOOC. In retrospect, I admit that the requirement is adverse to what I wrote in my research (p. 97) when I observed that blended learning shouldn’t become a managed school initiative. However, the school staff community did engage in several activities supported by my research. We extensively questioned, observed, networked, and experimented during the three months before the school year ended. I provided information and examples within the Continuity of Communication and Distance Learning guide, exposing to staff that I engaged in The Modern Classroom Project learning modules. Admittedly, I was surprised to learn the shock of staff members that I would take the time to learn and produce. Many reached out to me personally in appreciation of my genuine efforts and actions. To ensure the examples were transferrable, I used the district planning and pacing guide to create a K-2 example and a 3-6 example. Doing so allowed staff to think about what I planned, ask questions, and provide me with meaningful feedback. The process left me vulnerable, which many teachers acknowledged.
As we transitioned fully into distance learning, I noticed:
Most teachers who were already comfortable with using digital tools to focus on student-centered teaching embraced the shift to distance learning. Many were excited to begin the distance learning adventure, and they were encouraged to take risks through creative design.
Several teams relied on familiar tools, using Google to avoid introducing new tools to students. Doing so avoided potential confusion or frustration.
Despite the initial mandates by the district to use the formal LMS for all learning, teachers were encouraged to make their best judgment. Teachers best knew their students. This action demonstrated respect for professional knowledge and opinion. Teachers were stakeholders in the decision-making process.
Staff who appeared uncomfortable with the immediate shift challenged the value of The Modern Classroom Project. Some teachers required tiered support throughout the week from colleagues, the Instructional Technology Specialist, or me. The resistance made me pause to find the root cause of resistance. I realized that I made assumptions about background knowledge of instructional technology, and my efforts to communicate the value did not reach every teacher. I learned that teachers were overwhelmed as they were trying to figure out how lesson-plan and teach while parenting their children who were also engaged in distance learning. I understood some teachers’ shyness in the essence of vulnerability when parents are in the background listening to instruction. This concern of some teachers caused them to believe they faced daily judgment during a turbulent time. Through my discussions and discoveries, I realized that I would love to engage in research about this topic: Teaching role, vulnerability, and parent oversight/access with judgment-based perceptions.
Creating a staff showcase was necessary. The showcase allowed staff to see what was created by others. It allowed colleagues to gain ideas, engage in conversation, and celebrate the creativity of others. Unlike engaging in learning, participation in the showcase was not mandatory.
The strength of the team impacted the outcome. Teams working in symphony before the shift adjusted smoothly, took risks, and communicated with ease.
I found a range of connections between my research and my experience during the early stages of remote learning:
“…when school leaders promote and model blended learning, teachers are encouraged to try blended learning in their classroom. Therefore, teachers are willing to take risks or to become uncomfortable as they innovate if they experience their leader doing the same” (p. 95).
I did this when I presented a model within the Continuity of Communication and Distance Learning guide, but also as I worked with teams when brainstorming/creating/reflecting.
“Teachers also believe that leaders who are willing to meet them where they are in the process of shifting from traditional to blended learning are leaders to try for and follow” (p. 95).
I did this with teams and individual teachers, providing a variety of support and praise. Some teams just needed a push. Some teachers wanted to hold on to receive additional help. Understanding the heightened anxiety in some staff, I removed more barriers than usual. As a staff, we had one week to provide instruction. We had to be ready. I knew if I continued to collaborate with teachers and teams on their terms with small nudges, capacity would increase over time.
”…a reciprocal partnership with trust and honesty increases momentum towards goals as perceived risks decrease” (p. 95).
Relationships steeped in transparency, honesty, and grace were vital to success. The staff that initially required significant help to understand why we were doing things a specific way became some of our most prominent advocates. Throughout the district technology challenges, teachers relayed appreciation for the administration team, describing us as calm, supportive, and organized. The perceptions of the staff created a similar response throughout our community. This was HUGE!
The role of leadership
My research touched on several elements of leadership that I found myself reflecting on, throughout this time, especially regarding leadership that is inspiring, influential, and innovative.
The perceptions of what makes for an inspiring leader were at the forefront of my mind throughout the three months. At times, I needed to self-talk when I became frustrated with teachers whom I believed were putting themselves first. I had to remind myself about turbulence theory and our reality. I wanted staff to take risks and had to respond in ways that would encourage them to do so. (This aligns with p. 86-87, “However, in change, the influential leader might shape the turbulence or chaos, becoming the behavior shaping force.”)
I wrote about what makes for an influential leader. Although the top-down decision to engage in The Modern Classroom project was not aligned with best practices, the rest of the graphic is spot on, and the response was positive.
Finally, to be supportive and innovative, I promoted blended learning and scaffolded for teachers. I provided feedback, modeled, and met staff where they were. I encouraged staff to make hard and sometimes fast decisions and trusted them to be honest if they needed to rethink those decisions.
We still have challenges, of course. Some teachers and administrators don’t understand or respect blended learning and use the phrase as a smokescreen or general term for acceptance of whatever they are doing. Some decision-makers are unaware of research or best practice when considering online or digital learning as an option. Therefore, I am concerned that decision-makers don’t realize that rigor drops when replicating traditional education to something digital just to show we are “doing school.”
Overall, however, our experience shows that it is possible to move from traditional to blended learning with transformational leadership that is inspirational, influential, innovative, and supportive with continuous learning opportunities. I also believe this line, from my research, to be true: “Relationships and trust are sovereign in the development of a growth mindset culture, especially when encountering something innovative” (p. 98).