Page 5 - DistanceLearning

The power of an established Professional Learn- of their curriculum within their
ing Community (PLC) has demonstrated its
strength through multiple means during our
current distance learning experience. A teacher
leader-facilitated PLC, coupled with utilizing components of the Con-
nected Action Roadmap (CAR) framework, has allowed for a smooth
transition to distance learning instruction, analysis and action with the
curriculum, and continuous professional learning and support.
As an “original CAR Pilot School”, we already had in place PLCs and all
aspects of the CAR framework for many years. These actions were at
school in a physical setting...What occurs once you are not all together
physically and your entire world is shifted to a virtual format?
At the Caroline L. Reutter School, everyone has worked together to
create even stronger PLCs and instructional frameworks. Our teach-
er leaders have been the “glue” between administration and teachers,
further analyzing and modifying the curriculum, and the development and
sharing instructional practices to benefit all students.
From early on within the distance learning process, teachers sup-
ported one another with the sharing of technological applications and
slightly adjusting their “normal” methods of instruction to those solely
focused with online instruction. Teachers were free to share, assist,
and create instructional elements for one another in order to benefit
all students within the school. Moreover, teachers have created a
plethora of professional learning video tutorials on how to integrate
further aspects of technology and pedagogical elements into their
classrooms. Our collective efforts have also contributed an equitable
educational experience for all of our students as educators across all
academic levels work collaboratively in order to design, implement,
and support instructional design. There has been an “open door” to
everyone’s classrooms, as all members of the faculty across every
academic team has supported one another over this experience.
As it became clearer that we would be in a prolonged absence from
our physical school setting, teacher leaders focused on an analysis of
the curriculum to target the instruction of primary and secondary skill
sets within their online classrooms. Working collaboratively, all edu-
cators easily made recommendations to modify and enhance aspects
5
PLCs. This process was not a From early on within the
distance learning process,
daunting task, as it is routinely
practiced through the ongoing teachers supported one
analysis of assessment data of another with the sharing of
our students. It has truly become technological applications
commonplace, whether they are and slightly adjusting their
physically or virtually arranged, “normal” methods of instruc-
for teachers to review and modify tion to those solely focused
aspects of their “living” curricu- with online instruction.
lum documents. We are hopeful
that these actions will benefit the learning needs of our students, not
just for this academic year, but also in preparation for next year and
for years to come.
Through my shared leadership method, the overall success of the
school is based upon the professional practices of all academic teams
and educators. The frequent communication and decision making
responsibilities between administration and our school’s leadership
committee has enabled teacher leaders to prosper in various aspects
of the profession. Working together, not separate, has been a notion
that resonates among our PLCs and within the school itself. We have
all realized, especially with our current situation, that we must work in
a cohesive unit rather than on an isolated island to benefit ourselves
as well as our colleagues and all students. The CAR framework has
mapped out a path for all educators to navigate the wild terrain that
confronts us; all with the ability to prevail and make it to the finish line.
As we continue with distance learning and an uncertain “new normal”
in education, the usefulness of collaborative communication among
educators will be paramount. We will need to reflect, share best prac-
tices, and support one another. The CAR Framework has been an
extremely valuable element within our school for more than six years.
Nobody would have ever imagined the challenges that we are now
faced with, however, the CAR Framework has been the solid base
that allows us to navigate these uncharted areas. Now, even more
than ever, we are able to clearly see how CAR can truly be a univer-
sal framework that contributes to maintaining effective schools and
building student success.