View webinar recording | View slide presentation (pdf) | Presentation Handout (pdf)

This session focused on the most important things leaders can do to cultivate a culture of evidence-informed decision making in their schools. This includes identifying research priorities and how to spot good (and bad) survey design. Strategies to engage with survey data along with other forms of evidence, to facilitate discussions with teams, and to create and follow through with action plans were provided. 

Presenters
Julia Higdon, Global Director, Research Analytics and Measurement, Avenues World School
Tim Carr, Senior Advisor, Avenues World School

Resources

GDPR information - gdpr.eu

Example - New Student Survey initial results by Institutional Research and Planning

View webinar recording

This webinar was designed and led by nine students from a variety of NEASC-accredited schools. The discussion focused on what successful student agency looks like in a classroom or school, and how it leads to genuine school improvement. Challenges, obstacles, and how to ensure equitable opportunities for involvement when implementing student agency were also addressed.

Panelists
Students representing the following schools led the discussion:

International School of Helsinki, Finland (independent, international, coed)
Miss Porter’s School, Farmington, Connecticut, USA (private, boarding, all girls)
Old Colony Regional Vocational Technical High School, Rochester, Massachusetts, USA (public, technical, coed)
Nipmuc Regional High School, Upton, Massachusetts, USA (public, coed)
Saint Raphael Academy, Pawtucket, Rhode Island, USA (private, Catholic, coed)

View webinar recording | Read webinar "debrief": NEASCforum2022-0201leadership.pdf

What lessons are we learning about school leadership while navigating the unpredictable and evolving landscape of education? 

We posed this question and others to administrators from NEASC Accredited schools who shared valuable tools and skills they've developed for dealing with staff shortages, navigating fluctuating COVID guidelines, supporting staff and students, and finding the personal reserve to maintain purpose and persevere.

Panelists

Gary B. Franklin, Principal
Northwestern Regional High School, Regional School District No. 7 - Winsted, Connecticut, USA
@NWR7highlander 

Ahmed Geddy, Academic Director
Next Generation School, Dubai
@NGSDubai

Erin Mayo, Head of School
Fryeburg Academy - Fryeburg, Maine, USA
@FryeburgAcademy

Mary Anne Moran, Principal
Nipmuc Regional High School, Upton, Massachusetts, USA
@NipmucRegional

Caitlin Murphy, Headmaster
The English High School, Boston, Massachusetts, USA
@TheEnglishHS

Dan Richard, Head of School
Saint Raphael Academy, Pawtucket, Rhode Island, USA
@SaintRays

Melani Horcajuelo Torres, Director
Madrid Active School, Spain

Resources

Bold Moves for Schools: How We Create Remarkable Learning Environments (Heidi Hayes Jacobs, Marie Hubley Alcock; 2017)

Leadership Lessons Learned from COVID (Brooke Douglas; TELjournal.ca, November 2020)

4 Crucial Lessons for School Leaders Facing a Difficult Year (Maria Akinyele; Edutopia, August 2021)

Why Traditional Leadership Strategies Don’t Work (Robyn R. Jackson; ASCD, June 2021)

Strong school leaders will be essential in next phase of pandemic (Chris Minnich; EdSource, January 2022)

So What About Leadership Wellness? Healthy organizations require healthy leaders (Brian Andjelic, CASS; EdCan Network, 2019)

The power of empathy in times of crisis and beyond (Tara Van Bommel, PhD; Catalyst, 2021)

Mindset: The New Psychology of Success (Carol S. Dweck; Random House, 2006)

Developing a Growth Mindset with Professor Carol Dweck (Video; Stanford+Connects micro lecture)

Developing a Growth Mindset in Teachers and Staff (Keith Heggart; Edutopia, February 2015)

Staff well-being

The four key ways we’re supporting staff wellbeing (Laura Fordham; gov.uk teaching blog, November 2021)

Supporting staff wellbeing (Mentally Healthy Schools/Anna Freud Centre for Children and Families)

Teaching

Transforming Teaching: Global Responses to Teaching Under the Covid-19 Pandemic (Lucy Cooker, Tony Cotton, Helen Toft; Routledge, 2021)

Addressing students’ pandemic ‘learning loss’ (Dr. Toby A. Travis, TrustEd; eSchool News; December 2021)

Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students (Zaretta L. Hammond; Corwin, 2014)

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Presented by Rosalind Wiseman, best-selling author, educator, and founder of Cultures of Dignity

As young people navigate a constantly changing educational environment, we know a few things are certain, supportive relationships and social skills are critical to their emotional well-being and academic engagement. But these skills are not “soft skills;” they are essential for young people to manage their emotions, self-advocate, develop resilience and become responsible, positive members of families and communities.

But teaching social skills that young people take seriously is often challenging. Programs can easily come across as superficial or unrelatable. This webinar addressed this challenge by defining a principle based approach where a culture of dignity, as opposed to a culture of respect, is the key to any effective SEL program. Concrete SEL strategies were reviewed so that educators engage with young people as resources in creating a healthy learning environment. 

Resources

Panorama Education

View webinar recording  |  Read session debrief

We have never asked more of educators than we have over the past 18 months, including requesting a deeper emphasis on social and emotional support for students. Of course, to best support students, it makes sense to first focus on supporting educators and helping them build their own social and emotional understanding and capacity.

Join us as we talk with educational leaders and teachers from around the world about steps they have taken to support and build SEL capacity among the adults in their schools. 

Panelists
Jim Grout, Executive Director, High 5 Adventure Learning Center - Brattleboro, Vermont, USA
Reginald Roberts, Principal, Norwalk High School - Norwalk, Connecticut, USA
Paul Smith, Superintendent, East Hampton Public Schools, Connecticut, USA
Chanel Worsteling, Child Protection and Wellbeing Programme Manager
Association of International Schools in Africa (AISA) - Brisbane, Australia
Deanna Zilske, Principal, Keene Middle School - Keene, New Hampshire, USA

Resources

CDC: Taking Care of Your Emotional Health

Pro QOL - Professional Quality of Life; Elements, Theory and Measurement

Stress Management for Educators - Greater Good in Education: Science-based practices for kinder, happier schools

How to Support Teachers’ Emotional Needs Right Now (Christina Cipriano and Marc Brakett, Greater Good Magazine, April 30, 2020)

CASEL - www.casel.org
COVID 19 and Remote Learning: SEL and responding to the COVID-19 pandemic 
Integration of SEL and Academic Instruction (CASEL Guide to Schoolwide SEL)

Headspace App (free for educators in certain areas) - www.headspace.com

To Reach the Students Teach the Teachers: Report

Panorama Education:
Promoting student SEL starts with adults: A Comprehensive Guide to Adult SEL
Adult  SEL Toolkit 

Yale Center for Emotional Intelligence | Mood Meter App

Mindfulness practices and other strategies for managing COVID-related stress - www.mindful.org

National Excellence in School Leadership Institute (NESLI) - offers responsive and high-quality professional learning programs that focus on school leadership

Integrating SEL & Tech Into This New School Year (Larry Ferlazzo, EdWeek, September 11, 2021)

We Know Students Are Struggling With Their Mental Health. Here's How You Can Help (R. Chatterjee, NPR, September 17, 2021)

How to Bring Listening Circles to Your Class (Shane Safir, Edutopia, November 26, 2014)

International Institute for Restorative Practices (IIRP)

The Second Mountain: The Quest for a Moral Life (David Brooks, Penguin Random House, May 2020)

When the pandemic claims the life of a teacher, students will need support in dealing with their grief. Here's what educators can do.
(Cara Nissman, districtadministration.com, October 16, 2020)

When Netflix Isn't Enough: Fostering True Recovery for Educators (Allison Rodman, Alissa Farias, Shannon Szymczak; www.ascd.org; December 1, 2020)

Dealing with Stress: Ideas for Teacher Rejuvenation (originsonline.org; November 11, 2011)

Teaching and Learning for Intercultural Understanding (Debra Rader; April 20, 2018, Routledge) | Debra Rader Blog

Self-Care in the Time of Coronavirus: For parents, prioritizing your own well-being benefits your whole family (R. Jacobsen, childmind.org)

Creative Caring for Teachers: How a whole-school well-being approach can support everyone’s mental health (Sue Roffey, EdCan Network, July 5, 2019)

The Success of Social-Emotional Learning Hinges on Teachers (Madeline Will; EdWeek; April 07, 2020)

National Institute of Mental  Health: 5 Things You Should Know About Stress 

Education World
How Do You Spell 'Stress Relief'? 
Mindfulness for Educators 

Releasing stress through the power of music (University of Reno, Counseling Services)

What Is Positive Education, and How Can We Apply It? - positivepsychology.com   

8 Mindfulness Exercises For Dealing with COVID-19 - mindfulnessexercises.com

Students Learn From People They Love (David Brooks, The New York Times, January 2019)

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A group of high school students shared what they have learned from their experiences in school during the pandemic, what they hope teachers and parents have learned, what changes happened in their schools they hope will continue, and what they will take with them into the future.

Panelists
Students from the following NEASC Accredited high schools participated in the webinar:

• American International School, Dubai, United Arab Emirates
• Falmouth High School, Falmouth, Maine, USA
• Madison Park Technical Vocational High School, Roxbury, Massachusetts, USA
• St. Luke's School, New Canaan, Connecticut, USA
• St. Bernard's, Fitchburg, Massachusetts, USA 

View webinar recording

Description

Schools around the world have been increasing their efforts to raise awareness around issues of diversity, equity, and inclusion in order to promote school cultures that reinforce these values. Join us as we talk to students and school leaders from a variety of schools about steps they have taken to make all students feel seen and heard.

Panelists
Students and school leaders from the following schools participated in the webinar:

• St. Bernard's High School, Fitchburg, Massachusetts, USA
  • Saint Bernard’s Diversity, Equity, and Inclusion Club 
• St. Luke's School, New Canaan, Connecticut, USA
  • St. Lukes's Center for Leadership/Equity and Inclusion
  • Vision for Inclusive Excellence (pdf)
  • Article: St. Luke's Inaugural Equity Leadership Conference
• Sutton High School, Sutton, Massachusetts, USA
  • Sutton HS Connections Team
  • Article: Sutton High conference aims to bend arc toward justice (www.telegram.com, March 2019)
• International School of Helsinki, Helsinki, Finland
  • ISH Inclusion Policy (pdf)
  • STAND - Students Together AgaiNst Discrimination: email stand@ishelsinki.fi  | instagram @s.t.a.n.d.ish
  • Rainbow Newsletter, January 2021 (pdf)

Resources

View list of Resources for Equitable and Inclusive Education

ADL A World of Difference® Institute

• ADL Fighting Hate for Good
• ADL Peer Training Program

www.nemnet.com - Nemnet, est. in 1994, is a resource organization committed to assisting schools and organizations in the recruitment and retention of diverse teachers, administrators and coaches.  

Media Education Foundation (MEF) produces and distributes documentary films and other educational resources to inspire critical thinking about the social, political, and cultural impact of American mass media on race, gender, the media, politics, and more.

Reflecting on Anti-bias Education in Action: The Early Years (A Film by Debbie LeeKeenan, John Nimmo, Filiz Efe McKinney)

Article: Schools Should Be Talking To Students About Black Lives Matter, Police Violence, and Racism. The Problem? Teachers Have Not Been Prepared to Meet This Moment [medium.com, April 2021; Shayla R. Griffin, PhD, MSW]

Safe Schools Program for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) Students is a joint initiative between the Massachusetts Department of Elementary and Secondary Education (ESE) and the Massachusetts Commission on LGBTQ Youth.

View webinar recording

Panelists from three distinct schools and the Yale Center for Emotional Intelligence (YCEI) shared their perspectives on the social-emotional health of students and building skills within a school community that will support and sustain positive emotional climates. A variety of paths forward to developing emotional intelligence and a healthier school environment were discussed.

Panelists

Holly Brabson - School Adjustment Counselor
Manchester Essex Regional High School - Manchester-by-the Sea, MA, USA

Joe Elbertson, YCEI Trainer, Music Teacher
Kolbe Cathedral HS - Bridgeport, CT, USA

Nicole Elbertson, Director of Content and Communication
Yale Center for Emotional Intelligence (YCEI), New Haven, CT, USA

Jeff Levin, Life Coach
Worked with Bishop Guertin High School

Tricia Puglisi - Principal
Manchester Essex Regional High School - Manchester-by-the Sea, MA, USA

Jason Strniste, Principal
Bishop Guertin High School - Nashua, NH, USA

Resources

COVID-19

• COVID-19 Support for Teens and Young Adults (CDC)
• COVID-19 Library - School and Community Resources for Clinicians (pdf) (Mass General Global Health, Boston, MA)
• What is pandemic’s impact on students, teachers and parents? (Texas A&M Research)
• Six Online Activities to Help Students Cope With COVID-19 (Greater Good Magazine - Lea Waters, August 2020)
• Social media use linked with depression, secondary trauma during COVID-19 (Penn State News, March 2021)
• Isolated Students May Struggle to Stay Mentally Healthy (Edutopia - Carolyn Curtis, October 2020)
• The Rise of Teacher Stress (The Graide Network, April 2020)

Emotional Intelligence

• Emotional Intelligence: What Teachers Can Do (Edutopia, February 2001)
• Teaching Emotional Intelligence to Teens and Students (positivepsychology.com, January 2020)

RULER - an evidence-based approach to social and emotional learning (SEL) developed at YCEI

• What is RULER?
• Mood Meter Check-in and RULER Skills (pdf)
• RULER Program Positively Impacts Student Behavior and Achievement (Education World)
• The Colors of Our Emotions / Mood Meter (Marc Brackett, Jan 2020)

Free Course - Managing Emotions in Times of Uncertainty & Stress (offered by Yale)

The Conflict Blueprint (Sesa Woruban Integrated Counselling Services, Inc.)

View webinar recording

Presentation from CPRL

Presentation from Bethel Public Schools

Presentation from Farmington Public Schools

Presented in collaboration with the Center for Public Research and Leadership, Columbia University
The Connecticut State Department of Education, the Columbia University Center for Public Research and Leadership (CPRL), and the Connecticut Educational Partners collaborated to create guidance for schools and district for the development of high quality distance learning to respond to the COVID pandemic. This webinar will feature representatives from Columbia to explain the model and the methods used to create it. They will also share the resources developed to support the model. The forum will also feature several school superintendents from Connecticut who are using the model in the districts. They will discuss the successes and the challenges they have faced during the implementation of the recommendations.

Guest Panelists:
Elizabeth Chu, Executive Director, Center for Public Research and Leadership, Columbia
Michael Arrington, Evolutionary Learning Associate, Center for Public Research and Leadership, Columbia
Kathleen C. Greider, Superintendent of Schools, Farmington Public Schools, CT
Christine Carver, Superintendent of Schools, Bethel Public Schools, CT

View webinar recording

Presented in partnership with the New England Association for College Admission Counseling (NEACAC)
With the help of NEACAC, we gathered a panel of admissions professionals from a diverse selection of New England colleges, plus a college counselor from a high school, to discuss the impacts that COVID-19 has had on the college selection process and evaluation of applicants: the minor, major, temporary, and potentially permanent outcomes. 

Panelists:

Brennan Barnard, Director of College Counseling and Outreach - The Derryfield School, Manchester, New Hampshire, USA
Christina Berardi, Senior Associate Dean of Admissions - Salve Regina University, Newport, Rhode Island, USA
Anthony Berry, Director of Admissions and Special Assistant to the Vice President for Strategic Initiatives - Trinity College, Hartford, Connecticut, USA
Jayson Hodge, Associate Director Special Programs, First-Year Admissions - University of Connecticut, Storrs, Connecticut, USA
Amy Lee, Assistant Dean of Enrollment, Director of Admissions - Southern Maine Community College, Portland, Maine, USA

Resources

Standardized Testing

• According to Fairtest.org, two-thirds of all US colleges and universities are test-optional or test-blind for fall 2021 applicants - meaning that they don’t require the SAT or ACT. (updated Oct 2020)
• Test Optional? Should I Still Take the SAT? Still Take the ACT? (getschooled.com, October 3, 2020)
• List of All Test Optional Colleges that changed their admission policies due to COVID-19 (Insight Education, September 23, 2020)
• List of US Colleges that are SAT/ACT-optional for international students

Affordability and Access

• The Institute for College Access & Success: Project on Student Debt 
• American Talent Initiative
• Great Value Colleges: Is Attending a Community College a Good Option? 

International Admissions

• How to Study in the United States: Find out how you can visit the United States as a student, where to learn English, and how the US educational system works (USA.gov)

Deferrals:

• Ask the College Guy: Will students deferring their college this fall make it more difficult for the next class of 2021 to get in? (Brennan Barnard, Concord Monitor, 9/15/2020)
• What to Know About Deferred College Admission (usnews.com, May 15, 2020)

​General

• Ethical College Admissions: Coronavirus and College Admission Change (insidehighered.com, September 14, 2020)
• Why Now in College Admission (Brennan Barnard, forbes.com, August 26, 2020)
• How COVID-19 Is Upending Extracurriculars (usnews.com, August 21, 2020)
• Applying to college during the pandemic? College admission deans offer 5 tips (usnews.com, June 29, 2020)
• What More Than 300 College Admissions Deans Are Looking For During The Pandemic (npr.org, June 29, 2020)

Virtual College Fairs

• NEACAC's website for information about our 2020 Virtual Fall College Fairs

View webinar recording

Teachers and students from the Western Academy of Beijing and Zurich International School - both schools that are back in session with in-person classes - discussed the realities of implementing COVID-19 strategies for classroom and hybrid education: what's working, what didn't work as planned, and how they have handled unexpected changes. 

Resources

Teaching Social-Emotional Skills Amid COVID-19 (EdWeek, 2 September 2020)

How to Support Teachers’ Emotional Needs Right Now (Greater Good Magazine, 30 April 2020)

Reunite, Renew, and Thrive: Social and Emotional Learning (SEL) Roadmap for Reopening School (casel.org, July 2020)

View webinar recording

Planning for a successful start: Preparing for back-to-school during COVID-19
Part 1 - Elementary and middle school focus

For this webinar, we invited teachers from public, independent, and international Pre-K–8 schools to share some practical tools and tips they are implementing to get their classrooms — virtual, in-person, and/or hybrid — ready for what looks to be a very unpredictable school year.

This session is focused on working younger students. Part 2, to be held on August 25th, will focus on high school teachers.

Panelists

David Barton - Teacher, Grade 5 
Falmouth Elementary School - Falmouth, Maine, USA [public school, K–5] 
Fall 2020 Reopening Plan - Falmouth Public Schools, Maine

Abbie Calvert - Teacher, Pre-kindergarten 
The Friendship School - Waterford, Connecticut, USA [public magnet school, PK–Kindergarten] 
The Friendship School COVID-19 updates / LEARN

Jolene Cummings - ELA Teacher, Grades 6–8 
Next Generation School - Dubai, United Arab Emirates [international, K–12] 
Protocols for the Reopening of Private Schools in Dubai (pdf)
MBRU online course/"community immunity" ambassador program for COVID-19  (best for middle schoolers)

Heidi Freeman - Teacher, Grade 2 
American School of The Hague – Wassenaar, The Netherlands [international, PS–12] 
American School of the Hague Learning Roadmap (Fall 2020)

Lori Özmay - Teacher/Coordinator, Grade 3 
Bilkent Laboratory & International School (BLIS) - Ankara, Turkey [international school, PK–12] 
BLIS Pandemic Response | BLIS Elementary School Reopening Plan

Kristin Roberto  - Teacher, Grade 5 
Mercymount Country Day School - Cumberland, Rhode Island, USA [private, Catholic, PK–8] 
Mercymount Reopening Plan (Draft 17 July 2020)
 

Webinar poll results

• Teacher Poll 1: Which model is your school reopening with? Today's webinar participants answered: 30% in-person; 19% fully remote; 51% hybrid
• Teacher Poll 2: The remote learning platforms most used by our webinar attendees today are Google Classroom/G-Suite, Zoom, Seesaw, Kahoot, and FlipGrid
• Teacher Poll 3: How are you feeling about going back to your classroom in-person (full time or hybrid)?
  • 48% of webinar participants "Have concerns, but think the benefits are worth the risks"
  • 29% are "Excited to go back"
  • 14% selected "Unable to go back to the classroom, but wish I could" 
  • 9% selected "Unwilling to go back; do not think the risks are worth it"

Resources

Discovery Education: Virtual Field Trips

COVID-19 Back to School PlayBook: Guiding Principles to Keep Students, Teachers, and Staff Safe in K-12 Schools (unmc.edu)

Teaching English Online (free online course, Cambridge University) 

ShowMe 

theminglemask.com (clear face masks)

Some COVID-19 questions to ask your class (provided by Jolene at NGS):

• In what ways do we need to think differently about health and well-being as we address challenges such as the global pandemic?
• How might a global pandemic present opportunities and possibilities to create a better society for all?

Some specific tips shared: 

• Have each student bring in the device(s) they will use for remote learning (if they can) in the first week of school so that teachers can help learn to navigate online work from the actual device they will be using at home.
• Use yoga mats for lunch outside, small group spacing in the classroom, etc. (a clear and fun way to create appropriate physical distancing).

Q&A with the panelists:

Q: Have any of you had the students do a “training” day at your school and sign off for taking part in the solution.
A: No

Q: Any circle time seating ideas for early years?
A: Each student will bring a beach towel for floor sitting. Also, drawing circles for each student, on rug, with chalk.

Q: Are any of you doing live streaming of your lessons when you are teaching to multiple spaces for smaller cohorts? If so, what tech are you using?
A: No. stay in same seat for the day. teachers move. if they move, it will be strictly with social distancing in place and frequent cleaning; but we are using the library. (Jolene) 

Q: Do one way traffic patterns infere with fire exit movement?
A: Probably follow similar movement to the fire.

Q: Can you talk about some of the "anxieties" that were mentioned?
A: The anxieties that I mentioned have to do with the ever present 'unknown'. I work well in routine and when I know what is happening.  In my situation, we are still unclear how we will be moving forward 100%, this is causing my anxiety.  Also, this situation is asking teachers, students, family and administration to all trust one another.  This means that I am required to give up a lot of control that I would normally have, and trust other people, not only about physical health, but also about emotional health, limits and potential for burnout etc.  I am also worried as a parent for my own children, of course I trust my colleagues but again, there are two more trust circles (I have two children) that I must give up control to, and trust.  These are some of the anxieties just around school, of course I am also worried about my older parents and inlaws etc etc.  (Lori)

Q: Any ideas for managing a safe recess time?
A: We are only allowing two grade levels out together at break time and have divided that playground up into areas and students will go to the area with their class and at least one of their teachers only.  We are to encourage them to not touch one another, to keep their masks on, and to wash their hands before and after each break. (Lori)

Q: Request to throw some light on what norms should teachers follow - in classrooms, labs, library , dinning hall, hallways.
A: Teachers will be social distancing as per governent requirements. Likely we wont have much down time as there will be a lot more hyper-vigilant supervision needed. As we're blended, non-contact time will logging in and checking in on students who are working at home. We will have to force ourselves to take a break.

View webinar recording

The directors of several athletic programs and associations in the US and abroad discuss the challenges facing schools and districts that are restarting or planning to restart school athletics and other activity programs.

Panelists
Carol Dozibrin, Executive Director, New Hampshire Athletic Directors Association (NHADA)
Martin Halpin, Athletics and Activities Director, Western Academy of Beijing, China
Mike Lunney, Incoming Executive Director, Rhode Island Interscholastic League (RIIL)
Karissa Niehoff, Executive Director, National Federation of State High School Associations (NFHS)
Lamar Reddicks, Athletic Director, Milton Academy, Milton, Massachusetts, USA
David Utterback, Athletic Director, Brewer High School, Maine, USA

Resources

Summary and links to "return-to-sports" guidance published in each state (NFHS)

NFHS membership survey - "return-to-sports" plans (spreadsheet)

Guidance for State Associations to Consider in Re-opening High School Athletics and Other Activities (NFHS, May 19, 2020)

Considerations for Youth Sports (CDC)

School Reentry Considerations (SHAPE America)

NHADA Return to Play Task Force COVID-19 Guidelines and Supporting Documentation (June 24, 2020)

Health/PE/Coaching Resources for all grade levels, Massachusetts Association for Health, Physical Education, Recreation and Dance (MAHPERD)

Globetrottin' ADs Summer Conference - July 22, 2020

Brewer athletic administrator proposes a switch in high school sports seasons (Bangor Daily News, 12 June 2020)

Alternative Options to Traditional Sport Seasons (David Utterback, Athletic Director, Brewer High School, Maine)

National State of the Game (David Utterback, Athletic Director, Brewer High School, Maine)

Sports Advisory Task Force that consolidates the traditional calendar for scholastic athletics (Bridgewater Courier News, 9 July 2020)

The Ivy League cancels football and all other sports for the fall semester (CNN, 8 July 2020)

COVID-19 Pandemic: Tips for Athletes, Coaches, Parents, and the Sport Community (Association for Applied Sport Psychology’s (AASP))

How to clean your gym (National Academy of Sports Medicine (NASM))

COVID-19 for Coaches and Administrators (free online course, www.nfhslearn.com)

COVID-19 Return-to-Sport Considerations for Secondary School Athletic Trainers (National Athletic Trainers’ Association (NATA))

Massachusetts Safety and Reopening Standards for Businesses and Other Entities Providing Youth and Adult Amateur Sports Activities (6 July 2020)

View webinar recording

We invited state representatives to join us for a conversation about the status and plans for reopening schools in New England. The process each state is using to determine reopening guidelines, what supports will be made available for schools, how states are dealing with budget shortfalls in the wake of rising costs to operate schools safely, and concerns expressed by constituents are a few of the issues covered.

Panelists

CONNECTICUT - Desi Nesmith
Deputy Commissioner, Connecticut State Department of Education
CT Department of Education COVID-19 Resources

MAINE - Daniel A. Chuhta
Deputy Commissioner, Maine Department of Education
ME Department of Education COVID-19 Resources
Working Draft: Maine Schools Return to Classroom Instruction Framework

MASSACHUSETTS - Robert Baldwin 
Superintendent, Fairhaven Public Schools
Incoming President, Massachusetts Association of School Superintendents
MA Department of Elementary and Secondary Education COVID-19 Information and Resources​

NEW HAMPSHIRE - Frank Edelblut
Education Commissioner, New Hampshire Department of Education
NH Department of Education COVID-19 Resources 

RHODE ISLAND - Kristen Danusis
Project Manager for the Re-entry Schools Taskforce, Rhode Island Department of Education
RIDE COVID-19 Updates and Resources 
RIDE unified calendar for the 2020-21 school year (pdf)

VERMONT - Please note that, unfortunately, the Agency of Education in Vermont was not able to participate, but we hope you find the following resources useful:
COVID-19 Guidance for Vermont Schools

View webinar recording

We invited the heads of several boarding schools in the US and abroad to discuss the unique circumstances faced by their schools due to COVID-19 school closures and to share ideas and innovations under consideration in order to safely reopen their campuses.

Panelists

Brad Bates, Head of School, The Dublin School, Dublin, NH, USA
Independent boarding and day school; Grades 9-12; 163 students | 72% residential

Kathy Giles, Rector, St. Paul's School, Concord, NH, USA
Coeducational, preparatory boarding school; Grades 9-12; 536 students | 100% residential
St. Paul's Response to COVID-19

John Kerney Chief Executive Officer / Executive Director, The Winchendon School, Winchendon, MA, USA
Coeducational, preparatory boarding and day school; 2 campuses, one in MA, one in NY; Grades 9-PG; 333 students | 64% residential (Winchendon campus)
Winchendon's reponse to COVID-19

Pelham Lindfield Roberts, Principal, UWC Changshu China
International boarding school; Grades 10-12; 577 students | 100% residential
Status: Re-opened on May 6th for Pre DP and DP1 students who can reach the campus in China; extended AY to 20th June

Marc Ott, Ed.D., Head of School, Leysin American School, Leysin, Switzerland
International boarding school; Grades 8-12 | 100% residential

Dr. Kate Windsor, Head of School, Miss Porter's School, Farmington, CT, USA
Private college preparatory school for girls; Grades 9-12; 331 students | 68% residential

Dr. Jennifer Zaccara, Head of School, Vermont Academy, Saxtons River, VT, USA
Coed college preparatory boarding and day school; Grades 9-12, plus a postgraduate year; 210 students | 76% residential

Resources

Coronavirus (COVID-19): guidance for educational settings (gov.uk)

COVID-19 (coronavirus) Resources for Schools (NH Dept of Education)

COVID-SAFE CHARTER for boarding schools (Boarding School Association)

Coronavirus (COVID-19) Guidance for Schools (National Association of Independent Schools)

5 actions boarding school leaders should consider when navigating COVID-19 (EAB)

Deerfield Academy COVID-19 Updates and Information

Making the Most of COVID-19 School Closures (Neuropsychology & Education Services for Children & Adolescents/NESCA)

Environmental Health & Engineering, Inc. Resource Library

COVID-19 Memo #18 Youth Camp Guidance (CT Office of Early Education)

Camp Operations Guide Summer 2020 (American Camp Association)

Return to Play: COVID-19 Risk Assessment Tool (Aspen Institute)

Guidance for Opening Up High School Athletics and Activities (National Federation of State High School Associations (NFHS)Sports Medicine Advisory Committee (SMAC))

13 Everyday Habits That Could (and Should) Change Forever After Coronavirus (rd.com)

How The COVID-19 Pandemic Will Change the Way We Live (discovermagazine.com)

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For this webinar, a diverse group of teachers from independent, public, and international schools joined us to reflect on the last several months of working remotely to support and maintain learning opportunities for their students during the global COVID-19 crisis. Panelists shared lessons learned, personal strategies for reaching struggling learners and delivering their content, how this experience has affected their current/future approach to teaching.

Panelists

Susan Bralower, 8th Grade Science Teacher/Middle School Science Chair
St. Luke's School (private/day), New Canaan, Connecticut, USA  | @StLukesSchool

Adam Chapa, Elementary Music and Band Teacher
Shanghai American School, Pudong Campus, Shanghai, China | @SASchina

Caitlin Harrison, Year 5 Classroom Teacher
Bishop Mackenzie International School, Lilongwe, Malawi | @BMISworld

Lisa Leaheey, High School English Teacher
North Providence High School (public), Rhode Island, USA | @LisaPas220

Kristina Lewis RN-BSN, Medical Occupations Instructor/Registered Nurse
Westbrook Regional Vocational Center (WRVC) Westbrook, Maine, USA) | #MaineCTE

Dr. Carl Reid, High School Science Lead Teacher
Jeremiah E. Burke High School (public), Boston, Masschusetts, USA | #jeremiahburkehighschool

Laura Thevenin, Prekinder A Teacher (4 year olds)
Puntacana International School, Punta Cana, Dominican Republic | @puntacanainternationalschool

Resources

Boomlearning (Boom Cards)

Edpuzzle

Noredink

Parlay

5 Ways to Motivate Kids During COVID-19 Distance Learning

6 Tips for Teaching Remotely Over the Long Haul of the Coronavirus

7 Ways to Maintain Relationships During Your School Closure

Coronavirus: 11 tips for using Google Classroom

Counselors and Educators Should Check-in With Students, Prioritize Mental Health and Well-being During Coronavirus (COVID-19) School Closures

Exhausted and Grieving: Teaching During the Coronavirus Crisis

How Nevada teachers can cope during coronavirus crisis

How will schools look different this fall? Here are some options being considered

How Technological Innovation In Education Is Taking On COVID-19

Staying in Touch: Why Kids Need Teachers During Coronavirus School Closings

Teaching lab sciences and the fine arts during COVID-19

What can COVID-19 teach us about strengthening education systems?

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School administrators at independent, public, and international schools joined us in a round table discussion about wrapping up the school year and planning for end-of-year celebrations in a virtual world, and a few thoughts and concerns about the summer and months ahead.

A special 30-minute live Q&A answering questions submitted by attendees concluded the session.

Panelists

Kai Bynum, Head of School, Hopkins School, New Haven, Connecticut USA
COVID-19 Updates

Charles "Charlie” Cahn, Head of School, Suffield Academy, Suffield, Connecticut USA

Andreas Koini, Director, Antwerp International School, Antwerp, Belgium 
AIS’s Virtual Visual Arts Diploma Exhibition

Madeleine Maceda Heide, Superintendent, Asociación Escuelas Lincoln, La Lucila, Argentina
Community Wellness

Anna Mahon, Principal, Amity High School, Amity, Connecticut USA
COVID-19 Resources and Reopening Plan

Kevin McCaskill, Executive Director, Madison Park Vocational Technical High School, Boston, Massachusetts USA
School-Community Partnerships

Alex Zequeira, Headmaster, St. John's High School, Shrewsbury, Massachusetts USA

Resources

Great End-of-Year Lessons

37 Awesome End of the Year Activities

Calling for Volunteers for Wellness Opportunities!

Teachers and Students Thrive with Online Learning

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In this webinar we will discuss effective assessment strategies for students in a digital environment as well as the implications for grading during COVID-19 school closures. We will be responding to questions posed by participants in our previous webinars such as: How do we know what students know and can do in a virtual environment? What are all the considerations in determining how student performance will be recorded and communicated during this time? What types of assessment practices will be most successful in a digital environment? What are some suggestions for alternative or non-traditional assessment pathways in the Covid19 era? 

Panelists
Abby Benedetto @AbbyBenedetto
Deeper Learning Coach, Envision Learning Partners
presentation slides

Stacy Caldwell @MastTranscript
Chief Executive Officer, Mastery Transcript Consortium
presentation slides

Dr. Julie Hackett @lexingtonsuper
Superintendent, Lexington Public Schools
Lexington Public Schools Remote Learning Webpage

Resources shared during the webinar include:

Grading Students During the Coronavirus Crisis: What's the Right Call? (Education Week, 04/01/2020)

The Promise and Practice of Next Generation Assessment (David T. Conley, Harvard Education Press, July 26, 2018)

Blended: Using Disruptive Innovation to Improve Schools (By Michael B. Horn and Heather Staker, October 15, 2014)

Performance Assessment: 4 Best Practices (Education Week, 02/05/2019)

Learning Refitted: A Pop-Up Guide for Schools and District Leaders/Assessment practices during emergency distance learning (Center for Collaborative Education):

What Does a Performance Assessment Look Like? Here Are Six Examples (cce.org)

EL Education (formerly Expeditionary Learning) Resources

Performance Assessment Bank

Maintaining Rigor Through Distance Learning

Envision Design: Portfolio Defense  | Defense of Learning | Defense Design

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In this session, we heard from colleagues at international schools that were some of the first to make the transition to emergency distance learning in the wake of COVID-19 school closures. They will share their experiences, respond to questions gathered from participants in the March 31st Forum session, and provide insights from some of the lessons learned - and mistakes made - on the front lines of the pandemic. We will specifically discuss strategies for teaching younger children and children with special needs, as well as, supporting the social-emotional health of students and the school community.

Panelists

Anne Gardon @AnneGardon
Head of Primary, Chinese International School, Hong Kong

• Primary Online Learning Guiding Statements 
• Primary Online Learning Zoom Lessons & Meetings Schedule 
• Primary Online Learning Plan Sample #1 (Reception)
• Primary Online Learning Plan Sample #2 (Year 3) 
• Primary Online Learning Plan Sample #3  (Year 5) 
• Primary Online Learning Guidelines For Synchronous Meets with Students 
• Primary Online Direct Instruction By Year Level 

Stephen Taylor @sjtylr
Director of Innovation in Learning and Teaching, MYP Coordinator and High School Science Teacher
Western Academy of Beijing

Stacy Stephens @curriculumstace
Director of Learning and Strategic Planning
International School of Beijing 
eLearning Resources