Remote and Hybrid Learning: A Decision Matrix for Schools
I believe a school's decision matrix regarding remote and hybrid learning must be built on a solid foundation, guided by clear priorities, and include multiple sources in order to be responsive to an ever-changing landscape and the unique needs of the school community.
Build a Foundation:
I believe our nearly 70 years of experience and success in meeting challenges serve St. Thomas School well. Four cornerstones guide our planning for the upcoming school year. The safety and well-being – physical, intellectual, social, and emotional – of our current faculty, staff, students, and families remain our top priority. We are anchored by our mission, vision, guiding principles, and core virtues. We remain committed to a rigorous academic program, the development of character and leadership, a strong and vibrant community. We are dedicated to the long-term sustainability and vitality of the School.
Set Priorities:
First, we prioritize the well-being of our faculty, staff, and students. Second, our goal is to have students on campus as much as we can, while mitigating risk and responding to recommendations and mandates from government and health agencies. Third, we prioritize our youngest learners. Fourth, we seek to maintain community and a sense of belonging among all learners - whether they are at school or at home.
Design Micro Steps:
We have developed a multi-step plan that moves us from full remote to full hybrid in micro steps. By developing these smaller steps, the intent has been to respond to an ever-changing and unpredictable landscape, and, hopefully, navigate the winter months with some form of hybrid learning in place. If possible, we want to avoid hard stops and starts.
Our micro steps have allowed us time to hone our protocols and procedures. These smaller steps give space and time for valuable training for faculty, staff and students. They support ongoing improvement by giving us time to adjust practices before taking the next step. Ideally, micro steps enable us to "push pause" if we are not prepared to move to the next step, rather than having to pull all the way back.
Include Multiple Sources:
The decisions that surround remote and on-campus learning are immeasurably complex. We all want a formula, a specific data point or two to which we can hitch our wagons. I have to say, in all honesty, that as Head of School that would be a lot easier. Just give me a benchmark, the decision to be made, and then all I have to do is communicate the decision and implement it.
But this is not the nature of independent schools. Each of us has a unique culture. A different mission. Our students and parents have different needs. We range from 50 students to 2,000. Each of our campuses are different. Some of us have preschools, and others only teenagers.
And, if I am being really honest, schools are being asked to make decisions in the context of an ever-changing pandemic and even our most trusted health organizations are struggling to have consistent messaging. Our collective knowledge of COVID-19 changes on a daily basis.
The decision to have students on campus requires complex and nuanced decision-making processes that involve data as well as the unique circumstances of the school community.
We currently use the following sources to guide our decisions:
Government and public health agency recommendations
COVID-19 activity levels in the surrounding city and county
COVID-19 activity levels in school community (students, faculty, and staff)
School community needs
School supply of required cleaning/disinfecting products and personal protection equipment, and readiness to implement physical distancing and other COVID-19 related procedures and policies
School's ability to comply with state and federal employment laws as related to COVID-19
School community's compliance with COVID-19 related policies and procedures (i.e. practicing physical distancing, using face coverings, etc.)
Adequate staffing levels
Insights from our Health Advisory Board
Clearly, there could be a time when a particular source outweighs others. For example, county or local COVID-19 transmission rates could once again cause a government-mandated closure of schools. Or, spread within the school itself, despite improving community data, could require the closure of the campus. And, regardless of data trends, inadequate staffing would obviously impact decisions.
This is going to be a year marked with complex decisions. Even the decision-matrix itself is likely to evolve over time. Every school, despite how well they have thought through their plans, must be prepared to pivot and re-imagine - perhaps again and again. Now, more than ever, I am reminded that "we don't know what we don't know."