Dear Lower School Families, I write to you sequestered in a room on the top floor of my home, hearing the sound of my children playing with our pups echoing up from the living room. My husband and I trade off throughout each day, trying to parent and work at our usual capacity — an impossible task at this impossible time. The past few weeks have been unprecedented, with families doing their absolute best each day to care for the needs of children and loved ones, and to weather the disappointment and fear of the current crisis. Many families have shared their worries and concerns for their child and are asking what we have done to prepare. I am hoping I can provide some clarity about what we have learned and how the Lower School academic and socioemotional program will evolve. In the past two weeks, we have asked ourselves this guiding question: How can we create a robust online learning community that meets the academic, social, emotional and physical needs of each child and family, and that reflects the excellence Penn Charter community members have come to expect? Our work to answer that question has been comprehensive and has included the following: - Conversations with peer schools nationwide, including those in other parts of the country that have been engaged in distance learning for weeks, to understand what has worked for Lower School students and families, and what has not;
- Extensive research on socioemotional support for students at times of crisis; screen time for elementary-age children; ways of supporting families; remote and distance learning frameworks, technology platforms and application… the list goes on;
- Daily online meetings with administration and faculty throughout spring break to collaborate in creating a plan that truly meets the needs of all students and families and considers the varying needs of families in terms of equity;
- Hours spent by faculty in preparation for March 31 and beyond, crafting learning materials, scheduling check-ins and Morning Meetings with students and families in the coming weeks, learning new technology, and creating frameworks that will make it easier for families to support their children with distance learning. Teachers have made this effort within the confines of physical distancing and as many of them also try to navigate care for their own families.
- Frequent phone conversations, emails and communications with families to listen to and address your feedback and concerns.
Among many things, we have learned the following.
- Family concerns include:
– how to support their child/children academically while also showing compassion for the stress students are experiencing in this situation – how to navigate the demands of their households or jobs while working from home, and for some while still heading out to serve the community and the risks associated with that – desire for structured and synchronous learning time or, on the other hand, too many academic demands on students and families – the levels of stress, isolation, disappointment and grief each person is experiencing – many more issues specific to the individual or family
- Lower School students of any age need significant support with distance learning and cannot do this alone, regardless of age. They need parents to assist with technology, answer questions, and help them remain focused, just as a teacher would in the classroom, and they need encouragement. Any parent who has helped a child with homework understands the challenges in this. Supporting young children is incredibly hard for parents who are now navigating how to run a household or work from home. When you also consider the financial stress for many families, and feelings of isolation from physical distancing, many people are struggling to get through each day.
- While synchronous learning might, at first glance, seem like the best way to continue an academic program, schools that began with this approach are largely switching to asynchronous teaching. Synchronous instruction cannot address the fact that young students lose focus quickly online; nor can it replicate the live interaction in the classroom between students and a teacher who is circumnavigating the room, working with students individually or in small groups, observing and providing feedback on their work, and redirecting their attention when necessary. Asynchronous teaching provides students with access to direct instruction at any point in the day, and flexibility to move at a pace that is comfortable for each family and child. Pre-recorded videos allow for flexibility to watch and re-watch lessons and review concepts. We have worked to create a dual framework for both asynchronous educational lessons and synchronous opportunities that build on the social-emotional connections students have had all year long.
- Synchronous interaction is most powerful and meaningful for socioemotional connection through Morning Meetings, one-on-one check-ins with the teacher, and small group meetings. Our distance learning plan weaves in each of these because we recognize they are critical to helping students feel connected, supported, and loved.
In the coming weeks, we will reach out to Lower School parents with a survey soliciting your feedback. We will work to refine our distance learning plan based on that feedback and the experience of our teachers. Together, we will evolve our thinking and celebrate our successes. We are committed to serving you and your child, now as ever. All my best, Kate McCallum, Director of Lower School P.S. Please watch for an email from me later today with a video message for Lower School students. I hope you will share it with your child. 3000 West School House Lane Philadelphia, PA 19144 215.844.3460 unsubscribe |