Reopening schools: Two heads share a framework
Setting the Stage:
Our pets have grown accustomed to having us home. They no longer wait warily by the door for us to take up our keys and head to school. In fact, now that our schedules look a lot like theirs, some days it feels like we are living our lives in dog years too. So, while it has been nearly two weeks since we last wrote about the challenges of reopening schools in the era of COVID-19, in dog years feels like a lifetime ago.
This is the second in a series of articles that chronicles our journeys as heads of school as we work toward re-opening. To capture the experiences we are having as leaders of independent schools, we had to start where we were: with questions. While we still have many questions, we have begun to form those questions into a plan with some initial answers.
In this article, we share a working framework that school leaders across the nation may use as they face similar questions.
Kirk’s perspective:
Reopening America’s schools is on everyone’s minds. We are learning a great deal, but it seems we are writing the guidebook on how to navigate this pandemic as we go. Constantly shifting data has left state and national governments grappling with complex decisions. Emotions are running high among teachers, leaders and parents.
Here in Washington State, we now know that we will remain under “Stay at Home/Stay Safe” mandates through the end of May, with a coordinated four phase approach that will take us into summer. While the immediate crisis of swiftly closing campuses has passed, we now face a challenge that has even more uncertainty.
At St. Thomas School (STS), we are putting forth massive efforts to maintain remote learning programs, while simultaneously reimagining how to reopen in the fall and properly communicate these plans with our community. We are building confidence in our programs by actively seeking input on how to enhance and improve. We are envisioning new approaches for traditional end-of-year events, while continuing to build a strong sense of community.
Each week, we seek parent input via a survey so that we can continually adjust and better understand the parent perspective. We have clarified and enhanced synchronized learning opportunities – and, not surprisingly, the biggest challenges reside in the lower grades.
Regarding the fall, we have begun to plan for three primary scenarios: First, business as usual (which we don’t expect will be the case). Second, full remote learning program. Third, a blended approach in which we must offer both on-the-ground and remote instruction due to having to maintain physical distancing measures (which implies reducing the number of students on campus by implementing half days or an alternative day schedule). And fourth, a pivot approach in which the school will need to toggle between on-the-ground instruction (with or without modifications), and remote learning due to increased COVID cases in the community or a confirmed case within the school.
Independent school leaders face some unique challenges, as well as opportunities. By virtue of being independent, we must understand guidelines for reopening and then take into account our individual school’s needs and cultures. And, as tuition driven institutions, meeting the needs of our families and maintaining healthy enrollment adds pressure. To be sure, there are opportunities here as well. We can be nimble, we can pivot as we learn new lessons, and we can more directly incorporate feedback from parents and students.
Now, more than ever I appreciate the importance of having strong school-family relationships. There is a high need for trust on all sides – trust that we will be able to deliver solid programs and that we will have parent support no matter what happens in September.
Julie’s perspective:
On April 22, the Montana Governor announced a phase-in plan for reopening the state that included giving schools local control over whether they will reopen as early as May 7th. I immediately began gathering as much information as I could to inform the decision-making process for Missoula International School (MIS).
We started by reviewing our health, hygiene and distancing plan. We included a full assessment of our building to determine what supplies we need for increased hygiene protocols.
We then surveyed staff and parents, looking for two things. First, are they or someone close to them at high risk if exposed to COVID-19? And second, would they be willing to return to campus if we reopened with strict health, hygiene and distancing protocols in place? This data was useful as we made our decision.
We also monitored updates regarding any local “standard of care” guidelines, which included deliberations of local public-school districts, our local health department’s interpretation of the Governor's announcement and any other guidelines provided by our local government officials.
With all of this information gathered, we convened an advisory committee with local health professionals. To guide us in our decision, we researched the reopening processes of schools around the world and sought advice from other reputable sources on what factors to consider.
With all of this information, we decided two things: 1) to continue remote learning and keep our building closed through the school year and 2) to cancel summer programs through July.
The advisory committee’s recommendation that it’s too soon to safely allow students to return was especially helpful in our final decision. While the number of new local cases has dropped, the loosening guidelines have just started. It’s still much too early to know what the trajectory will be. In two to three weeks, we should know more, but with only five weeks remaining in the school year, the risks to reopening this spring outweigh the benefits.
Now we are looking ahead and developing plans for our students. We are working on our 8th grade graduation and other important year-end traditions and planning for the fall. The situation is, of course, evolving and changing rapidly. We are developing the plan for a strong return to our building in the fall, even as we create and bolster remote-learning contingencies.
The Framework:
Responding to COVID-19 requires schools to quickly gather information, curate and analyze the most relevant data, tap into our collective experience, and ground our decisions in our school cultures. We must also keep our communities informed and be ready to pivot. This has become our normal for now.
We certainly hope that over the next several weeks more information will come pouring in, along with more resources and recommendations. But for now, we need a framework to help guide fellow school leaders as they plan for reopening.
Each school will eventually develop a detailed list of what must be done. Schools have learned to be agile and are good at developing and executing detailed plans, such as the framework to guide the closing of campuses that Kirk wrote in March. For now, we need a road map, without rushing to make detailed decisions too quickly. Getting too detailed too soon runs the risk of missing an opportunity or a nuance.
Please note that this framework is not intended to be comprehensive nor provide any legal or human resources advice. Each school assumes their own responsibility for managing a response to COVID-19 or any other crisis.
Framework to Guide the Reopening of Schools
Determine the Team:
Before diving in, it is important for leaders gather a core group of decision makers. This group of cohorts will help them ask (and answer) the hard questions, develop and challenge ideas, and ultimately communicate and distribute the final plans. Our set of starters below offer initial action items to guide the selection process.
Starters:
Select the players involved. Obviously, the senior leadership team will be involved. But who else? What is the Board’s role? Are there key parents or influencers who can share perspectives or be brought into the conversation? If so, in what way?
Clarify the consensus- and decision-making models. What are the key decisions to be made? Who is making recommendations? Who is making which decisions? What requires Board approval? Creating and communicating shared expectations will ensure the best outcomes.
Assign point people. Who is the best for each task? These are complex decisions and roles more akin to project management. Having a clear point person, while ensuring transparency among all team members, is crucial.
Establish Assumptions:
All frameworks make assumptions, often unconscious ones. Don’t assume everyone is on the same page. Instead, engage, clarify and document. Our set of starters below contain the assumptions we are making in our own schools. Each school should explore and document their own set of assumptions. These become touchstones along the journey and provide context within which decisions are made.
Starters:
Schools will receive more specific guidance regarding the cleaning of campuses and required notification and reporting of COVID-19 cases.
Local and state governments will provide guidelines and mandates regarding physical distancing in schools, including potential limits on the number of students in buildings, restrictions on group size (potentially impacting recess, assemblies, sports and dining), etc.
The ability to “toggle” will be paramount. Schools must be prepared to pivot among on-the-ground, remote, and blended learning programs. The ability to adapt will be especially important in the fall, if a second wave arrives, or as families opt not to return to campus for varying reasons.
School life and the delivery of educational programs will be forever changed. We must leverage “lessons learned” during this phase of remote learning, apply these lessons, remain future-focused, and resist the temptation to return to the way it was before COVID-19.
School communities will continue to grieve what has been lost, even if the “new” approaches better meet learning needs, enhance connections, and expand opportunities for students. Even with positive change, we experience a sense of loss.
Clarify the school’s central mission, values and principles:
Each school is unique in its culture, guiding principles, pedagogical orientation, and programs. Articulating these is an essential starting point in the planning process. Dig deep. This is not about plopping the mission statement into a planning document. Instead, communicate how the school is transcending its mission into new territories. Demonstrate authenticity with agility.
For example, at STS one of our hallmarks is Chapel, a community meeting that focuses on belonging, community and social-emotional learning. Even with the campus closed, we still begin every day with an all school or division gathering. During Chapel, we use sound and light to center our community and start the day. These seemingly small, but powerful motions help maintain a routine. Look for the day-to-day routines that can get overlooked on the ground.
At MIS, we offer a Spanish immersion, inquiry based and child centered program for preschool to 8th grade. Our remote program is built around multiple daily “live” contacts between students and teacher to provide a consistent Spanish language experience that’s grounded in student interaction, connection with teachers and peers, and building social and emotional skills through a strong sense of community.
Starters:
What is the school most known for?
What are those values that must be present, regardless of the delivery method of program?
What would parents (and students and staff) miss the most if it were to disappear? What are the non-negotiables?
Each school will deliver its program differently, and inevitably constituents will draw comparisons. Research and understand what others school are doing (and why) and choose a path that ultimately reflects your culture and commitments.
Articulate a communication plan:
Despite how challenging the second half of the school year has been, the end of the year is coming very quickly. Parents are quickly shifting their attention to next fall. Make decisions about end-of-year events, while placing a major emphasis on the next school year.
Starters:
As soon as possible, confirm dates for reopening school. Even if there is uncertainty about how the school will reopen and under what conditions, families need a commitment and a firm start date.
Develop or re-establish a communication rhythm. How often do parents hear from the school? The head? The board? What about teachers and division level leaders? What are the tone and underlying themes? We all need predictability right now.
Be clear about the value your school brings.. In general, our parents love our schools. They’ve already made a commitment and a choice to be here. But they didn’t sign up for this. No one did.
Be clear about what you do not know. Invite others into your thinking. How are you problem-solving? What is on your mind? What resources are you using? What are your underlying assumptions about planning for the fall? What are your core values?
What mandates and guidelines will influence decisions?
Be clear about how the school is addressing tuition and other deadlines, in addition to fees and other charges. If the school intends to keep most or all policies in place, be clear about that too. Independent schools must lock in both their revenues (mostly tuition) and expenses (mostly people and payroll) well before the school year begins. Most families won’t understand that – it is an unusual business model.
Do not overly focus on the fall. Yes, this where everyone’s attention is now. But in reality, we must think about this school year, fall and beyond.
Engage the Faculty and Staff:
School leaders need teachers more than ever. As we grapple with complex decisions, invite faculty in as early problem-solvers. Have them grapple with big issues shoulder-to-shoulder (or zoom-to-zoom) with administration. We need to see issues and solutions through their “front line” eyes.
Starters:
What solutions might we consider? For example, if schools are required to reduce the number of students on campus or in classrooms, what are alternative schedules and structures?
What have teachers learned in this remote teaching environment that they can apply to next fall?
What do we need to let go of? If given the opportunity, what would teachers like to try?
How can we reframe professional development this spring and next year in order to best support their teaching?
Articulate the Learning Approach:
We believe that schools will never go back to the way they were. Well, at least we hope not. We’ve learned too much. Of course, we can’t stay in start-up mode forever and will eventually need to move out of the full-on “innovator’s mindset” to bring more stability to our programs. Still we must still be ready to pivot and adapt. Schools should ensure that their programs can move from on-the-ground to remote and back again. What has worked well remotely, may be the same tools that can be leveraged in the classroom. And the more commonalities there are, the less disruptive the toggling back and forth will be.
Starters:
Based on this year’s experiences, parent and teacher feedback, and research into other schools, refine the remote learning program for next year.
Identify areas for growth – where is additional training needed?
Build a plan that can move from on-the-ground to remote and back again.
Plan for a reduction in the numbers of students on campus, either due to guidelines, illness or families who choose not to send their child to school for a period of time. Which would be a better way to reduce numbers and increase physical distancing? By division, class, grade level, half class sizes?
How will we manage a compromised faculty member who needs to remain at home and wants – and is able – to continue to teach?
Strengthen the view of teachers as teams. It may become increasingly important for teachers and students to see teachers at the same grade level as “their teachers,” especially if some teachers need to be more remote and on-the-ground or if someone becomes ill or must remain at home for some reason.
Leverage lessons learned to support the program. Do we hold parent teacher conference remotely regardless, or at least give options? How might we run parent meetings? School events and assemblies?
Publish a school-wide framework for remote learning. Keep in mind that our perceptions about structure and even what we call our “online” program is shifting and will continue to evolve. The framework should touch on the following elements:
o Philosophy and pedagogical values
o Ways the school will approach synchronous and asynchronous learning, perhaps by division or grade level
o Confirm approach to attendance and grading, especially if the school must toggle between on-the-ground and remote learning
o Ways the program can pivot
Focus on Campus and Safety Protocols:
With faculty, staff, students and parents back on campus, there will once again be a heightened need for sanitizing and maintaining a healthy environment. Schools should be given guidelines to inform their individual decisions. Regardless, it seems prudent to discuss the following areas.
Starters:
What are protocols for cleaning? This includes daily routines in the classroom, evening cleaning crew protocols and emergency deep cleaning.
Ensure professional cleaning crews have all necessary cleaning and protective gear and that school staff are training in disinfecting protocols as well.
What protective and sanitizing supplies are needed?
Determine and communicate protocols for temperature checks, isolation and documentation.
Review and revise protocols for entering the campus (students, staff, parents and visitors).
Prepare, Review and Articulate Financial and Human Resource Plans:
Plan for the worst. There is too much unknown as we move into the summer. September is only four months away. For perspective, four months ago we were just beginning to hear the news of COVID-19 (and it did not even have an official name). Assume that much will change and that we will have more information and new tools.
Starters:
Review financial plans and budgets, paying close attention to enrollment and income from auxiliary programs
Review expenses, paying close attention to programs that may have to be reworked or cancelled, as well as new ones that may come on the radar
Consider expenses related to family leave and potential increased need for substitute coverage for classrooms as well as backup and succession planning for other staff and school leaders.
Review and update HR policies. So much has changed in these last months in terms of family leave, retirement plans, etc. Ensure that staff can easily access policies and forms.
Develop policies and procedures for substitutes, especially if teacher needs to step in for a someone who is ill long term or needs to remain a home due to an underlying health issue.
Review and tighten up succession plans. We will see additional illness with this virus, so ensure that key leadership positions have a backup.
Care for the Community:
Before programs, policies and procedures, schools are people. Our faculty, staff, leadership teams, students, parents and boards are all struggling in this changing landscape. Everyone is managing emotions, new fiscal realities, anxiety and personal well-being. “I didn’t sign up for this” is not an uncommon thought. No, we didn’t, yet here we are.
The reality is that COVID-19 is not going away. The goal of sheltering-at-home orders was to slow the spread of the virus to avoid overwhelming our medical infrastructure and save lives. As we reopen businesses and schools, we know that the virus will spread once again. People will become ill. Our care for each other – physically, socially and emotionally – must remain top priority.
Starters:
Review and, if needed, rearticulate wellness policies. Many schools have a range of programs and resources. Keep these organized, place them in easily accessible locations and remind faculty and staff to take advantage of resources, including access to mental health professionals and school counselors.
Ask what is needed. What do parents, students and staff need? Don’t make assumptions. Sometimes, what is needed is pretty simple.
Consider ways to take care of the leadership team. School leaders are not going to ask for support. They know that their faculty are on the front lines and that the school’s ability to deliver on the educational program is first priority. They will be worried that expressing their needs will feel self-serving. Schools need their leadership, compassion, experience and courage. Take good care of them.
Help the community understand the challenges of COVID-19 as the virus continues to be present in the community and in schools. How can schools support families?
Focus on community and belonging. Schools are powerful forces that bring communities together. We feel a sense of loss when we lose routine and daily connections. We suffer socially and emotionally. Continue to discover and implement new ways of connecting.
Help faculty and the community move out of “crisis mode.” It is not a sustainable mindset. How can schools create a mindset and space in which we accept the challenges of COVID-19? How can we foster an “entrepreneurial mindset”? Again, COVID is not a path we chose. Let us channel our collective energies into affirming core values, seeking opportunities, and seeing our world and work as something that is filled with optimism, joy and opportunity.
Ensure that school counselors and other resources are available. Be proactive in determining and offering support rather than relying on folks to self-identify.
What’s next:
Our schools and our communities are resilient, compassionate and capable. As we move further into spring, there are many decisions to be made. And, as usual, time is not our ally. This is hard work. And, as heads of school it is easy to feel overwhelmed with the sheer magnitude of the situation and vast number of decisions. Our advice to other heads? Keep reaching out to others. Trust yourselves and your teams. Believe in your communities.
As we further develop the framework within our respective schools, we will certainly continue to share our journeys.
Authors’ note: This article, originally written in May, 2020, went unpublished. It is made available via this blog with the intent to provide an enduring framework to respond to school crises, but also to acknowledge a moment in time when all schools began to grapple with the implications of COVID-19. Today, as this blog is posted, we mark the one-year anniversary of the COVID-19 pandemic.