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Pandemic Ups Game on Scenario Planning in The Arts26330GP0|#8056f3bc-89c1-4297-814a-3e71542163be;L0|#08056f3bc-89c1-4297-814a-3e71542163be|Building Audiences for the Arts;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​As the COVID-19 pandemic and national reckoning with racial justice continue, arts and culture organizations find themselves in an utterly transformed, and potentially decimating, landscape. To help organizations make their way through this unprecedented time—and even envision some silver linings—global strategic and business planning firm AEA Consulting has released a <a href="/knowledge-center/pages/navigating-uncertain-times-a-scenario-planning-toolkit-for-arts-culture-sector.aspx">scenario-planning toolkit</a>. </p><p>Created specifically for the arts sector, the toolkit describes four possible scenarios for the pandemic’s course, and people’s behavior in the wake of it, over the next five years. A <a href="/knowledge-center/Pages/Arts-Organizations-Early-Response-to-COVID-19-Uncertainty-Insights-from-the-Field.aspx">companion report</a> looks at a recent survey of arts leaders and field experts, providing insights that arts organizations can draw on as they undertake their planning. </p><p>The Wallace Blog conducted an email dialogue about the report with <a href="https&#58;//aeaconsulting.com/about/people/daniel_payne">Daniel Payne</a>, a managing principal at AEA Consulting. The exchange has been edited for clarity and length. </p><p><strong>Given the extraordinary degree of uncertainty we are facing, scenario planning might seem counterintuitive. Why is it especially helpful in conditions of high uncertainty?</strong></p><p>COVID-19 shortened our planning horizons from years to weeks. Scenario planning presents an opportunity to think beyond near-term predictions and be more imaginative about multiple possible futures—exactly what is needed when the fog of uncertainty makes it hard to clearly determine likely outcomes. It encourages organizations to focus less on individual bets about direction and instead think about core principles (purpose, mission, and service to communities and audiences), consider potential impact in multiple possible outcomes and lay out different paths to achieve success.</p><p>In other words, there is no right future or wrong future in scenario planning. It is a process that helps an organization imagine itself in different future settings and craft a response, perhaps even uncovering previously hidden opportunities. It extends the planning horizon beyond the near-term—whether to reopening, the end of a financial crisis or otherwise—and ensures organizations can best position themselves for success in multiple possibilities in the long term.</p><p><strong>What is the difference between scenario planning and “strategic planning” exercises—what are the pros and cons of each, especially when uncertainty is so high?</strong></p><p>Scenario planning and strategic planning are related to one another in many ways. One way to think about scenario planning is as a form of long-range strategic planning that emphasizes an understanding of the wider environment that you are operating in. It also turns out that some of the weaknesses that we see in traditional strategic planning processes can be mitigated by scenario planning. So, rather than thinking of them as either-or, you can think of them as yes-and, and consider adding a scenario planning process to your next round of strategic planning. &#160;&#160; </p><p>One of the cons often said about strategic planning is the plan can be seen as a rigid direction toward a three-year or five-year horizon that may become irrelevant when the context shifts in six months or one year. Scenario planning offers a counter to that, both prompting people for more flexibility in their consideration of the future and providing a systematic way to find commonalities in those possibilities to create more solid footing for a plan. In contrast, one of the potential cons to scenario planning is that it becomes too abstract, and you end up without clear actionable outcomes. But a good strategic planning process would provide a framework to take the outputs from scenario planning and then develop action steps and implementation plans, track financial impacts and other resource needs, and create the tools to measure whether you are achieving the desired impact. Neither are a magic bullet, but in concert (and with continued attention and evaluation), they can help prepare organizations to advance their mission, no matter what may be next.</p><p><strong>Though each of the tool’s four scenarios presents a very different future, are there any commonalities among them that organizations might prepare for now?</strong></p><p>While we would say there are no absolute certainties, there are certainly a number of common themes that you can find if you were to sit in each of the four futures that we’ve identified in the toolkit. We highlighted a number of these in the overview document—often these are related to the impacts of longer-term trends in demographics or advances in science and technology. For example, one common theme we highlight is an increased focus on racial equity and social justice&#58; beyond the moral imperative itself, most future projections show the U.S. becoming a majority-minority country sometime in the 2040s. It’s going to become an increasingly critical issue simply so that arts organizations can engage the audience.</p><p>There are other commonalities that deal more with the likelihood of increasing uncertainty and volatility—for example, a need for the sector to better engage with and manage mental health impacts. There are also potential impacts of this in how the sector creates the physical spaces it uses—to increase flexibility to deal with the possibilities of continued distancing, but also to increase their openness to create a renewed sense of welcome. And we will need to rethink how all spaces can be managed to mitigate the effects of the climate crisis. These are trends that already existed in many new cultural spaces, but they seem to become more urgent no matter the future scenario. </p><p><strong>In what ways can scenario planning go wrong—or at least fall into traps—and how can these potential pitfalls be avoided?</strong></p><p>One way that scenario planning can go wrong is embedded in the name itself—to spend too much time with the scenarios and not enough time thinking about their implications for an organization. We’ve tried to emphasize the need to make this work actionable through the materials, but for some, there’s a rabbit hole of spending so much time and energy crafting those different futures. We hope the toolkit can help that by providing these four future scenarios, so that the focus can move more quickly to their implications. However, we know there’s no one size fits all answer, and different organizations may have different contexts to emphasize or specific situations they want to address in the scenarios.</p><p>Another common challenge is spending too much time and energy on one preferred future—whether because that is the future seen as most likely or because there is some preferred outcome with in it. One way we suggest dealing with that is to make sure that you bring together a diverse group of participants for the process—diverse in backgrounds and experiences, but also bringing voices to the table that may be newer to an organization’s strategic process. It can be a great opportunity to bring in a board member who recently joined or a member of your community that you don’t get to speak with enough.</p><p><strong>What is an example of a perspective that doing scenario planning opened up for you?</strong><br> One thing this process has opened our eyes to—not entirely new at all, but certainly something this highlights in a significant way—is the array of skills an organization needs to be able to manage their future direction. We built this toolkit after talking to a wide range of arts leaders for the work discussed in <a href="/knowledge-center/pages/arts-organizations-early-response-to-covid-19-uncertainty-insights-from-the-field.aspx">Arts Organizations’ Early Response to COVID-19 Uncertainty&#58; Insights from the Field</a>. There was a wide range of skills these leaders discussed as critical to moving forward—from data analysis, digital expertise, business modeling and core leadership training to, yes, scenario planning resources—and that doesn’t even get into the skills needed to produce most organization’s core programs. It is going to take a diverse but coordinated set of people to achieve success.</p><p>And more directly related to the scenarios, one thing that constantly popped out to me in creating the scenarios and using them in workshops with several organizations is how significant the digital component of arts and culture is likely to be, and how far behind most of the arts and culture sector is there.</p><p><strong>What are alternative ways other than scenario planning to think systematically about the future?</strong></p><p>If you search for “future thinking” or “strategic foresight,” there are lots of lots of different methods that you will come across, ranging from relatively straightforward methods like prediction games and markets to the <a href="http&#58;//www.millennium-project.org/publications-2/futures-research-methodology-version-3-0/">highly idiosyncratic (and usually trademarked!)</a>. Others might suggest the Tarot, I Ching and spin-the-bottle as popular strategies! One thing that we do like about scenario planning is that it does seem to be readily linked to creative and imaginative outputs that may be familiar to arts and cultural organizations. You can take the futures identified in your scenarios and turn them into a sort of science fiction. We’ve seen organizations illustrate them graphically, imagine future situations as one-act plays or even turn them into choreography. It’s a great way to engage teams in an exercise that is outside their normal daily work, too.<br></p><p>For more on scenario planning and the future of the arts see<a href="/knowledge-center/Pages/Reimagining-the-Future-of-the-Arts-a-Webinar-Series-from-The-Wallace-Foundation-Session-3.aspx"> this panel discussion ​</a>featuring Payne and others, part of&#160;Wallace's <em>Reimaginging the Future of The Arts</em> series.&#160;<br></p> Wallace editorial team792020-11-20T05:00:00ZResearcher/Author of new toolkit and report seeks to help arts and culture organizations add scenario planning to their strategic toolbox11/20/2020 4:43:25 PMThe Wallace Foundation / News and Media / Wallace Blog / Pandemic Ups Game on Scenario Planning in The Arts Researcher/Author of new toolkit and report seeks to help arts and 92https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Remote Support of Principal Supervisors “Not Different” from Pre-COVID Times26305GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​Last spring the role of the principal changed overnight and continues to evolve. As the pandemic took hold, principals almost immediately shifted from leading a school within a building to leading virtual schools. Principal supervisors had to pivot, too.</p><p>Strong <a href="/knowledge-center/pages/changing-the-principal-supervisor-role-to-better-support-principals.aspx">principal supervisors are high-touch with their principals,</a> working with them intensively one-on-one and in learning communities, often in school buildings.&#160;How are they adapting to the online environment? What seems promising? What new supports do they need to adapt successfully? </p><p>This summer, Meredith Honig, a professor and director of the District Leadership Design Lab at the University of Washington, and Nancy Gutiérrez, president and CEO of The Leadership Academy, a national nonprofit organization, <a href="https&#58;//www.youtube.com/watch?v=1GlfNdbmTuU&amp;feature=youtu.be">took on this question in a webinar</a> in the series <em>Education Leadership for a Digital World</em>. <a href="https&#58;//digitalpromise.org/webinars/education-leadership-for-a-digital-world/">The series</a> was hosted by Digital Promise, with support from Wallace. </p><p>After watching the replay of the webinar, I reached out to <span> <span>Gutiérrez</span></span> and Honig for a follow-up conversation aimed at learning what principal supervisors can do to support their principals as the pandemic continues. If you are anything like me, you will be blown away by the depth of knowledge&#160;they shared in response to my questions.&#160;An edited version of our conversation follows. </p><p> <strong>How can principal supervisors be most supportive of principals now?</strong><br><br><strong>Honig&#58;</strong> It’s as important as ever for principals to be leading powerfully for high-quality, culturally responsive, anti-racist teaching and learning.&#160;The shift to remote learning means many longstanding inequities may grow worse. So now is the time for principals to double down on their equity-focused instructional leadership and for principal supervisors to support them in that essential work.</p><p>In more typical times, maintaining that focus can be tough. That focus is definitely tough now as remote learning continues and too many students still do not have internet and laptops. Families are dealing with food insecurity, lack of access to childcare and other basic supports they rely on schools for. </p><p>That’s what we and others are seeing&#58; That shifting to remote learning has upped the ante on districts to ensure principals are supported to lead powerfully for excellent equitable instruction. <em>And</em> that they are trying to do that in the middle of a national public health crisis that, especially without federal support, continues to have dire consequences for school communities. Many of those consequences fall on the doorsteps of school districts and create incredible operational challenges. It’s tempting for principal supervisors to want to step in and help with that operational work. Our research and experience are clear that principal supervisors should resist that temptation. Principal supervisors are uniquely positioned to help principals keep their focus on equitable teaching and learning, and now’s not the time to let up.&#160;</p><p> <strong>Gutiérrez&#58;</strong> I agree, Meredith. We have to drop evaluative tones and focus on capacity building. Commit to leveraging effective adult learning practices to ensure good use of the time commitment. (Our leaders are juggling multiple commitments). Align learning what we know about effective adult learning.<br><br> We have some essential beliefs about adult learning<strong></strong> at <a href="https&#58;//www.leadershipacademy.org/resource/district-leadership/">The Leadership Academy</a>. We structure our work to make sure principal supervisors learn from experience and reflection, have structured freedom, engage in learning as a social process, make meaning through stories and have support through the most uncomfortable parts of learning. We model what we would like to see them do with the principals they lead. </p><p> <strong>What does this kind of hands-on support for principals look like with remote learning?</strong>&#160;<br><br><strong><span><span><strong>Gutiérrez&#58;</strong></span></span></strong> One key skill principal supervisors have learned to do well since last March has been to build capacity remotely. Believe it or not, it is still possible to visit classrooms with the same frequency and create feedback sessions for principals about the work in real time—remote coaching is one way to do this and follows the exact <a href="https&#58;//digitalpromise.org/wp-content/uploads/2020/06/remote-learning-check-in-guide.pdf">same five-step process a principal supervisor uses in person.</a></p><p>We would argue that remote support is not different from what we did pre-COVID. It requires building and maintaining relationships, coaching principals to better their practice as culturally responsive leaders, bringing small learning communities together to learn from each other and being responsive to principals' many questions and challenges in real time. The key here is not only to problem-solve in real time but to check on the social and emotional well-being of the adults. Adults need love too!&#160;</p><p class="wf-Element-Callout">Some principal supervisors tell us that they can be even more supportive of principals’ instructional leadership growth now that they don't have to spend so much time traveling to schools<br></p><p> <strong>Honig&#58;</strong> Our ongoing research supports all of what you just shared, Nancy. When principal supervisors help principals grow as instructional leaders, they don't actually supervise in the traditional sense of the word—that is, they do not mainly evaluate or direct principals.&#160;</p><p>Instead, they coach principals from a teaching-and-learning stance—helping principals lead their own learning and mentoring principals one-on-one and in learning communities. That’s still the right work and really, it’s especially the right work right now when principals need flexibility and support to navigate the challenges of ensuring equity with remote learning. </p><p>Much of that support can be provided remotely through video conferencing, for example. Some principal supervisors tell us that they can be even more supportive of principals’ instructional leadership growth now that they don't have to spend so much time traveling to schools and that they can now more easily observe principals working with teachers online.&#160;</p><p> <strong>How can other district leaders support their principals and their supervisors as they navigate the new digital world we’re all living in?&#160;</strong><br><br><strong>Honig&#58;</strong> District support for principal supervisors is key to their success every day and especially today. In particular, supervisors of principal supervisors have important roles to play in principal supervisor support by reinforcing principal supervisors’ focus on principals’ growth as equity-focused instructional leaders, protecting principal supervisors’ time for that work and mentoring them in taking a teaching-and-learning approach. In the webinar, I share examples of what that support looks like and the consequences of principal supervisors not receiving it.&#160; Supervisors of principal supervisors can find those examples as well as tools to help principal supervisors in our book, <a href="https&#58;//www.hepg.org/hep-home/books/supervising-principals-for-instructional-leadershi">S<em>upervising Principals for Instructional Leadership.</em></a></p><p>District leaders can also support principals and their supervisors by taking a hard look at their central offices. The pandemic has provided a unique opportunity for all of us to see some fundamental mismatches between what central offices have traditionally done and what supporting educational equity takes. We outline some of those mismatches in <a href="https&#58;//annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Brief_10.pdf">a recent brief</a>. </p><p>As districts consider how to come out of the pandemic with a much stronger anti-racist equity focus, the principal supervisor-principal relationship can provide a kind of beacon. When principal supervisors try to do the right work and focus on principals’ growth as equity-focused instructional leaders, when does the rest of the central office get in the way of that work? And how can we start to bring all of what we do into greater alignment?</p><p> <strong><span><span><strong>Gutiérrez&#58;</strong></span></span></strong>&#160;The way districts can best support our principal supervisors&#58; 1) build their capacity, too; 2) check on their social and emotional well-being; and 3) make this difficult work, and progress within it, tangible.</p><p>A great principal supervisor gives school leaders the support they need to make their school a culturally responsive, standards-aligned learning environment for every student. But they need help to do this. Virtual learning during the pandemic reinforces the need to defy individualism as a path to success—all of us, regardless of role or experience in the system, need to continue learning and growing.&#160;We need to know what is expected of us. </p><p>We define a culturally responsive leader as someone who recognizes the impact of institutionalized racism and embraces their role in mitigating, disrupting and dismantling systemic oppression. Leaders like this must first work on themselves by reflecting on their biases and beliefs. Only then can they move to publicly modeling belief systems grounded in equity; being responsive to, and inclusive of, student and staff cultural identities when making decisions; confronting and changing institutional biases that marginalize students; and finally, creating systems and structures that promote equity, particularly for traditionally marginalized students.</p><p>One great tool to help leaders guide principal supervisors to assess their own progress in being more culturally responsive is The Leadership Academy’s&#160;<a href="https&#58;//www.leadershipacademy.org/resources/culturally-responsive-leadership-a-framework-for-school-school-system-leaders/">Culturally Responsive Actions for Principal Supervisors</a> (specifically pages 51-64). The guide provides a set of tangible observable actions to do this important work, which is important to note because the work around equity is so big that it can be intangible. </p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/remote-support-of-principal-supervisors-not-different-from-pre-covid-times/Digital-Promise-1-Five-Steps-Coaching-Principals.jpg" alt="Digital-Promise-1-Five-Steps-Coaching-Principals.jpg" style="margin&#58;5px;" />&#160;Source&#58; The Leadership Academy</p>Rochelle Herring362020-11-17T05:00:00ZAsk the experts: three questions about principal supervisors and how they can best support principals now11/17/2020 5:10:36 PMThe Wallace Foundation / News and Media / Wallace Blog / Remote Support of Principal Supervisors “Not Different” from Pre-COVID Times Ask the experts: three questions about 393https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
The Pandemic is Transforming The Arts—and It’s Not All Bad News23328GP0|#8056f3bc-89c1-4297-814a-3e71542163be;L0|#08056f3bc-89c1-4297-814a-3e71542163be|Building Audiences for the Arts;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​Last summer, with theaters across the country shuttered by the coronavirus, Kate Maguire set out to break through the pandemic fatigue. To succeed, the artistic director and CEO of the Berkshire Theater Group in Pittsfield, Mass., knew she would need to do something that had not been attempted since union performances closed down last March&#58; bring a group of actors together in front of a live audience. </p><p>Maguire convinced Actors’ Equity to allow <a href="https&#58;//www.nytimes.com/2020/08/05/theater/godspell-berkshires-coronavirus.html">an outdoor production of <em>Godspell</em></a> and devised an acceptable safety plan. She worked with local and state authorities to ensure everyone would feel safe and be protected—the stage would be under a tent, everyone in masks, and the audience size would be capped at 50. Still, Maguire hoped the play with its theme of community and spiritual unity would resonate with an emotionally battered audience—and she saw that wish fulfilled. </p><p>“People were weeping because they were in the presence of music, of language and of this story,” she recalled. “All of a sudden we were in the midst of really understanding what the arts mean to peoples’ lives.” </p><p>Maguire recounted this story for the more than 600 participants gathered online for <a href="/knowledge-center/pages/reimagining-the-future-of-the-arts-session-one-what-audiences-want.aspx">the first of Wallace’s five-part “Reimagining the Future of the Arts”</a> conversation series. She went on to explain that she’s thinking about reducing the number of plays the company typically produces in a season and examining artistic choices in order to offer audiences the kind of emotional connections they experienced this summer. Even after the pandemic fades, she says, she expects to continue with these changes. </p><p>“I think what happened this summer was really monumental artistically, and that freshness changes your focus,” she said. “I’m not so sure I’m going to build the circus as I have in the past. I would like to be able to concentrate on intensity, not variety.” </p><p>She is not alone. The coronavirus pandemic, coupled with an energized racial justice movement, has sparked an urgency among many nonprofit arts leaders to rethink their how their organizations approach everything from audience interaction to inclusivity and equity. </p><p>“We will never go back,” <strong>Lisa Richards Toney</strong>, president and CEO of the Association of Performing Arts Professionals, said on the same panel discussion. She and Maguire kicked off the series, along with <strong>Arthur Cohen, the founder and CEO </strong>of the LaPlaca Cohen, a strategy and arts marketing firm, <strong>Franklin Sirmans</strong>, president and CEO of the Pérez Art Museum in Miami; the panel was moderated by Wallace's communications director Lucas Held. While each of the panelists&#160;acknowledged the stresses pulling at an old system, they embraced this moment as an opportunity to come up with forward-looking ideas and determine how to carry them out. &#160; </p><p><strong>Audiences Are Changing</strong><strong> </strong></p><p>Cohen kicked off the panel with a presentation based on the <a href="https&#58;//culturetrack.com/research/covidstudy/">survey</a> his firm conducted with Slover Linett Research last spring. More than 124,000 people responded, most through 653 arts organizations. Not surprisingly, the attitude expressed by most respondents was, in a word, glum. They said they felt isolated, anxious, bored and disconnected. Asked what they most wanted from arts events in this dark time, most said they wanted to laugh and relax, seek an escape, find hope, feel connected and discover educational opportunities for children.</p><p>“COVID-19, in every fundamental way, has disrupted our sense of what normal looks like,” Diane Jean-Mary, partner and chief strategy officer at LaPlaca Cohen, said in <a href="/News-and-Media/Blog/pages/what-we-need-from-arts-and-culture-right-now.aspx">an earlier conversation</a> on The Wallace Blog. “In a time of such great uncertainty, many are turning to creativity, perhaps as a way to regain a sense of agency, expression and enjoyment.” </p><p>The survey also provided powerful evidence that new patterns—meaning new opportunities—are emerging. Most striking, perhaps, is the diversity of new audiences. Digital events, many free of charge, are attracting people from lower income groups. Audiences are skewing younger and have different levels of education. Many of those enjoying digital arts offerings had not visited an arts institution in the previous year, meaning they were considered new audience members, now hungry for artistic stimulation. </p><p>There were other examples of this diversity. For example, those taking in digital orchestra performances who had not attended a live concert in the previous year were 15 times more likely to be Black, and three times more likely to be from Gen Z, ages 18 to 23 years old, than those who had attended a performance. Of the people viewing digital content from art museums, those who had not visited a museum in the previous year were almost twice as likely to have a high school education or less than those who had visited. [For more survey results, see <a href="/knowledge-center/Documents/Culture-and-Community-in-a-Time-of-Crisis-Slides.pdf">Cohen’s presentation from the event</a>.] </p><p>“This represents a really interesting opportunity to perhaps view the digital audience as a growth audience for us,” said Cohen. </p><p><strong>Digital Is Here to Stay</strong><strong> </strong></p><p>When the shutdown hit in March, Sirmans of the Perez Art Museum says he quickly pivoted to greater use of digital alternatives. “We went into it with abandon in the first few months of the pandemic without knowing exactly what we were doing, but we’re learning now,” he explained in a conversation following the webinar. Although it’s too soon to assess the full impact of these offerings on audiences, Sirmans said he expects that many of the changes will be permanent. </p><p>A new section of the organization’s website showcases its strong Caribbean art collection while a redesigned smartphone app creates a more robust mobile experience. “Digital is primary for us now,” Sirmans said. “Our community expects it and we know we have fans in the world, especially for our Latin American and Caribbean art. This is how we expand to them.”</p><p>Toney of APAP, a national service organization that supports and advances the performing arts presenting, booking and touring fields, carried the thought further, saying that by using online technologies, arts organizations could reach audiences globally, not solely the local audience members who can attend events in person. Moreover, the organizations can now expand time and run programming year-round, not just seasonally. This greater flexibility, she said, “should create an obligation to change” how the organizations conduct their activities. </p><p>Cohen agreed that the experimentation with online events in this new environment has transformed digital efforts from what had been decidedly secondary activities in the past to what are now a primary means of artistic expression and audience connections. They have taken on a new primary role, he said, side by side with the live event&#58; “These are new pathways to connection with people who wouldn’t have come in the door.”</p><p><strong>&#160;“Outdoors Is the New Indoors” </strong></p><p>The need to protect audiences from the virus has encouraged some organizations to seize opportunities to use and transform outdoor spaces. Maguire says the outdoor tent used for <em>Godspell </em>normally holds 400 people but because the organizers could allow only 50 people to view the show at a time, they had to improvise with the space. “We’re going to have to think more about how we do that so it’s a good experience,” she said.<strong></strong></p><p>The Perez museum is using its space differently, too, Sirmans said, and is trying to turn pandemic necessities into benefits. For a show on the African diaspora, for example, the museum doubled the indoor space that normally would have been allotted. This, he said, allowed for new types of juxtapositions and greater use of illustrative written and graphic materials. </p><p>In addition, the museum is repurposing its outdoor sculpture garden, which features an array of steel and stone works by artists such as Anthony Caro, Gonzalo Fonseca and Edgar Negret. The museum is holding lectures, a film program and collaborations with other arts institutions and educational programs outside. </p><p>“Outdoors is the new indoors,” Sirmans said. </p><p><strong>From Equity to Activism</strong><strong> </strong></p><p>Arts organizations are grappling with much more than logistical improvisation. They are having serious conversations about what the national reckoning with racial injustice means for them. &#160;Some organizations are considering fundamental shifts in their structure and the composition of their leadership to respond to the calls for greater equity and inclusiveness, according to the panelists. </p><p>Cohen, for one, called for organizations to better incorporate community and audience perspectives into their endeavors. “For some, audiences have been the ones least present in the planning,” he said, adding that reaching out to and including community input could be critical to organizations struggling to grow their audiences and maintain their relevance. “That’s your greatest opportunity going forward.” </p><p>This is true also in programming. For instance, Toney noted that it has become traditional that organizations offer every February—Black History Month—a Black-themed event or something created by Black artists. But artists of color should be integral to the arts events throughout the year, she said, so that organizations move away from the “white-centric canon.” In a conversation after the webinar, she followed up on that theme. “I know and have heard people in these organizations say, ‘Our audience won’t come. I know them,’” she said. “Then you have to do something about your audience. This is not easy to do.”</p><p>Toney also suggested that arts organizations might reimagine themselves as engines of progressive change. They could do this, in part, she said, by joining forces and speaking collectively, particularly on policy issues, more than they have in the past. “Really, it’s about positioning ourselves as one ecosystem with more joint action,” she said. </p><p>How much nonprofit arts organizations might embrace that advocacy model is unclear. Sirmans said he’s proud that Miami’s Perez museum has a staff and board as diverse as the city itself and features many artists of color in its collections and shows. How much the museum might speak up as a social advocate is a question, he said, that remains unanswered. </p><p>“We want to be that kind of place,” he said. “But we’re trying to figure out how we fit into that conversation.” </p>James Sterngold 1122020-11-12T05:00:00ZDespite the many challenges they face, arts organizations have some reason for optimism, according to a recent panel discussion11/23/2020 4:59:28 PMThe Wallace Foundation / News and Media / Wallace Blog / The Pandemic is Transforming The Arts—and It’s Not All Bad News Despite the many challenges they face, arts organizations 23https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
School Leaders Keep Eye on Equity as Unusual Year Begins29492GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​Dr. Sonja Brookins Santelises, chief executive officer of Baltimore City Schools, has heard the same concern from parents across her district’s 161 schools since in-person instruction was suspended in March due to the coronavirus pandemic. No matter where they live, she says, parents throughout her high-poverty district are worried that their children are losing ground academically during this period. </p><p>They have reason to be concerned&#58; A McKinsey &amp; Company report estimates that if in-person instruction does not fully resume until January, black, Hispanic and low-income students could lose as much as nine to 12 months of learning because they are less likely to have received high-quality remote instruction last spring and now again this fall. </p><p>As Baltimore developed its re-opening plan, some voices in the district argued that schools should focus on students’ social and emotional needs and put academics on the back burner. Santelises refused. Schools must tend to their students’ mental health, she says, but short-changing instruction would only exacerbate learning loss and widen the achievement gap for the most vulnerable groups. Simply put, schools have to do it all. &#160;</p><p>“It is easier in this time period to resonate in a broken-child narrative, to almost let ourselves off the hook for choosing to do one or the other,” she says. “I would argue that…in this crucible, we actually are being charged for the first time to do both-and for children who are not used to having people address their needs both-and.” &#160;</p><p>Approaching the re-opening of schools with a ‘both-and’ mindset was the central theme of Santelises’s keynote address at last month’s convening of Wallace’s Principal Pipeline Learning Community. The virtual event drew more than 270 participants, including 17 superintendents, from 80 districts across the U.S. that are testing a toolkit that guides how they hire, train and match principals to schools. The toolkit is based on lessons learned from the Principal Pipeline Initiative, <a href="/knowledge-center/pages/principal-pipelines-a-feasible,-affordable,-and-effective-way-for-districts-to-improve-schools.aspx">which found a significant improvement in math and reading scores</a> across six districts that took a strategic approach to school leadership. The convening focused on principal pipeline activities in the midst of the pandemic and how districts like Baltimore are ensuring equity as schools re-open.&#160; </p><p><img src="/News-and-Media/Blog/PublishingImages/blog-plc-post-core-principles-lg-feature.jpg" alt="blog-plc-post-core-principles-lg-feature.jpg" style="margin&#58;5px;" /><br></p><p>Equity is one of five core principles—along with health and safety, high-quality student learning, stakeholder engagement and continuous improvement—guiding Baltimore’s re-opening plan . The district examines every policy and practice with an eye on equity, determining which students may be disparately affected and how to mitigate those effects. Baltimore students started the school year virtually, but if and when schools transition to a hybrid-learning model, struggling students such as English learners and those far behind in reading and math will return to the classroom first. The district is also digging into attendance data during remote learning to expose disparities “so that we can have a response that is not the same for all, but that names without fear or frankly, apology, that there are certain groups of students that actually require more attention,” Santelises says.</p><p>Students aren’t the only ones needing attention as the school year gets under way. The convening also featured a panel of central-office leaders from three districts who described their efforts to support principals as they adjust to ever-shifting policies and lead their school communities during such trying circumstances. Rudy Jimenez, assistant superintendent of North East Independent School District, which serves 64,000 students in San Antonio, Texas, discussed how his district revised its communications strategy with principals after realizing that some were misinterpreting information coming from the central office. District leaders added a second weekly meeting with principals to avoid overwhelming them with too much information at once and shared their talking points after each virtual gathering for principals to review. The pandemic has also amplified the critical role of the district’s four principal supervisors. “They’ve been able to take the pulse of what’s going on in their collective schools and act accordingly,” says Jimenez.</p><p>The first day of school started at 3 a.m. for panelist Sheila McCabe, assistant superintendent for educational services for Fairfield-Suisun Unified School District, with calls from principals who were being evacuated from their homes due to fast-moving wildfires in their region 45 miles north of San Francisco. The district postponed re-opening for a few days and its 21,000 students are currently fully remote. Re-opening has brought heightened attention to principals’ social and emotional wellbeing, says McCabe. After it became apparent that principals were running themselves ragged as they prepared for distance learning, district leaders realized they had to do a better job giving principals the space—and permission—to unplug and take time for themselves. Supporting principals has also meant rethinking how fast to proceed with the district’s pipeline-building efforts. “The question becomes, how much do we push and how much do we back off in helping site leaders move forward with these initiatives while simultaneously recognizing their capacity based on everything that’s taking place?” McCabe says.</p><p>The good news is that the pandemic hasn’t derailed pipeline work in many districts. Plenary attendees described holding virtual boot camps for new principals over the summer, hiring coaches to support school leaders, and implementing leader tracking systems to better manage principals’ career development. Boston Public Schools completely revamped its recruiting website in the midst of the pandemic, adding details about required leadership competencies, profiles of principal mentors and photos of its two most recent cohorts of new principals, 75 percent of whom are minorities. The goal, explains Corey Harris, Boston’s chief of accountability, is to give applicants a sense of who they will work with and what they will experience if they’re hired. Boston’s hiring process had already begun when the pandemic struck, but the district quickly pivoted to an all-virtual experience. Applicants can even do a dry run on Zoom before their interview to check connectivity.&#160; </p><p>While their districts continue adjusting to the new normal, participants in the learning community agreed that collaboration with families, staff, community partners and others is essential to ensuring an equitable response to a school year that will be like no other. Parents, noted Santelises, are counting on them. “Our families have not relinquished their belief in the power of education to give their young people the kinds of agency that oftentimes underresourced communities have not been able to fully experience.”</p>Jennifer Gill832020-10-13T04:00:00ZRecent convening of leaders from 80 U.S. school districts addresses issues of equity and principal support as schools re-open.10/13/2020 1:02:49 PMThe Wallace Foundation / News and Media / Wallace Blog / School Leaders Keep Eye on Equity as Unusual Year Begins Recent convening of leaders from 80 U.S. school districts 321https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Keeping Kids Learning and Connected this Fall24471GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​In response to the coronavirus pandemic last March, schools across the country closed their doors and pivoted quickly to distance learning. School and district leaders scrambled to distribute paper packets, devices and mobile hotspots, as well as to get students connected to free or inexpensive broadband internet. Inequities became apparent almost immediately as many students faced challenges accessing online classes. </p><p>With many schools now starting the new year in a hybrid or fully digital model, we took a look at how school leaders are building on lessons learned from the spring, testing out innovative approaches to digital learning and ensuring that students, particularly those who are most vulnerable, have what they need to be successful. </p><p><strong>The digital divide is not a new phenomenon</strong> </p><p>The digital divide—also known as “the homework gap”—existed long before the pandemic. A 2019 Pew Research Center study found that a third of rural Americans said they did not have a broadband internet connection at home. Ownership of desktop or laptop computers among rural Americans has only risen slightly since 2008. A Pew Research Center analysis of 2015 U.S. Census Bureau data showed that one in five school-aged children do not have high-speed internet in their home; that number increases to one in three when focused on children from low-income households. </p><p>Many district leaders, like Superintendent Robert Runcie in Broward County, Fla., had been working to eliminate this gap over the past several years and were therefore better positioned for the shift to distance learning last March. (Broward is one of six districts that participated in The Wallace Foundation’s Principal Supervisor Initiative.) The district had invested in infrastructure including a single sign-on system for teachers and staff; a learning management system called Canvas, which allowed for blended learning and sharing of ideas and curricula across the district; and a decreased ratio of students to computers, shifting from 6&#58;1 to 1&#58;1, effectively. </p><div class="ms-rtestate-read ms-rte-wpbox"><div class="ms-rtestate-notify ms-rtestate-read 993de807-2551-40a5-927c-68767f169871" id="div_993de807-2551-40a5-927c-68767f169871" unselectable="on"></div><div id="vid_993de807-2551-40a5-927c-68767f169871" unselectable="on" style="display&#58;none;"></div></div><p><strong>Making the call this fall</strong> </p><p>The unprecedented crisis and limited federal guidance meant that district leaders faced complex decisions about whether or how to open their buildings. <br> “And that was, in some cases, at the expense of time and energy focused on making virtual learning as good as it can be,” said Allison Socol, assistant director of P-12 policy at The Education Trust (one of Wallace’s communications partners) and co-author of a report on promising digital learning practices from districts across the country.<br></p><p>Runcie started planning at the end of last spring for the very real possibility school would still be virtual in the fall. His team worked to understand best practices and recommendations for re-opening from other school systems across the country and around the world. At the time, infection rates in Florida were increasing and he knew his district was nowhere near ready to re-open in person. Schools opened in August with 100 percent virtual learning. </p><p><strong>Lessons learned so far this fall </strong></p><p>In Broward, with devices distributed and access to internet supported by partnerships with Comcast and AT&amp;T, Runcie turned his attention toward teachers. <br> “We wanted to make sure that there was a consistent level of high-quality education experiences online this year,” he said. </p><p>His district spent the summer training teachers to be more confident and effective using the online platform and tools. They found that some teachers had already risen to “master expert” level when it came to using these tools, and tapped their newfound expertise to help build capacity of others.</p><div class="ms-rtestate-read ms-rte-wpbox"><div class="ms-rtestate-notify ms-rtestate-read cbf51070-8093-4f8c-8540-c5f5f9b8a905" id="div_cbf51070-8093-4f8c-8540-c5f5f9b8a905"></div><div id="vid_cbf51070-8093-4f8c-8540-c5f5f9b8a905" style="display&#58;none;"></div></div><p>Despite the number of challenges school leaders face, Socol notes that school and district leaders have “really rise(n) to the occasion … and marshalled all of their resources and all of their people to meet the needs of students who are most struggling.” </p><p>A report Socol co-wrote in collaboration with Digital Promise, “<a href="https&#58;//s3-us-east-2.amazonaws.com/edtrustmain/wp-content/uploads/2014/09/06163247/10-Questions-for-Equity-Advocates-to-Ask-About-Distance-Learning-During-COVID-19-May-2020.pdf">With Schools Closed and Distance Learning the Norm, How is Your District Meeting the Needs of Its Students</a>?,” compiles innovative strategies and best practices districts are using to improve digital learning, particularly for their most vulnerable students. Some highlights include&#58;</p><ul><li>New Orleans distributed tens of thousands of Chromebooks, making students experiencing homelessness a priority</li><li>New York City Public Schools partnered with Apple and T-Mobile to provide LTE-enabled iPads to students</li><li>Rock Hill Public Schools in South Carolina provided curbside IT support outside of school buildings</li><li>Highline Public Schools in Washington state and Austin school districts sent wifi-equipped buses to apartment complexes and neighborhoods where students struggled with internet access</li><li>In Phoenix Union High School District, district leaders instituted a program in which an adult contacts every student every day to ensure they and their families have what they need </li><li>In New Orleans and San Francisco, free student support hubs involve adults besides classroom teachers in helping students with digital learning in small group settings</li></ul><p>Socol notes that sharing these ideas across state borders is an important role that state leaders can play. </p><p>“We would love to see state leaders think about how to collect information about what districts are doing, to track data on the success of these new initiatives…and then to help share those practices with other districts that are still trying to figure out how to help students learn in this moment,” she said.</p><p><strong>Prioritizing historically underserved students </strong></p><p>Despite school leaders’ best efforts to equip students with the devices they need to participate in digital learning, there is more work to be done, particularly for students of color and those from low-income households. </p><p>“There are so many other challenges besides just having a computer or an iPad or the internet,” Socol points out. “Students need a quiet space in order to participate and engage in online instruction. They need access to support if their internet’s down…. Younger students may need an adult there to help them access the instruction online.” </p><p>Runcie is still focused on helping Broward students who are struggling with basic needs, who may be left at home alone at a young age or who may be facing abuse. Part of Broward’s distance learning planning includes ensuring that social services are maintained. Since June, Runcie reports that social workers have provided 160,000 interventions in response to over 36,000 referrals. </p><p>Socol encourages school and district leaders to focus their efforts and energies on thinking of those students most underserved by the public school system. Some districts, such as Arlington Public Schools in Virginia, are planning to phase in in-person learning, starting with students with disabilities, English-language learners and those from low-income families. </p><div class="ms-rtestate-read ms-rte-wpbox"><div class="ms-rtestate-notify ms-rtestate-read 4b2e35fe-f919-4974-b122-ce83c3732288" id="div_4b2e35fe-f919-4974-b122-ce83c3732288"></div><div id="vid_4b2e35fe-f919-4974-b122-ce83c3732288" style="display&#58;none;"></div></div><p><strong>Advice for other school leaders </strong></p><p>Communication and transparency are at the top of Runcie’s priority list this fall, and he urges other district leaders to focus on the same.&#160;&#160;</p><p>“Communicate, communicate, communicate. Do it with integrity and be transparent, straight up with the community, what challenges you’re facing, what the approaches are and make sure you’re listening to them,” Runcie said. </p><p>His district conducted three major surveys of families. They held town halls and forums, partnering closely with the PTA, the special needs student advisory council and the school board. </p><p>Socol echoed the need to communicate regularly and honestly, adding a call for data collection. She hopes to see schools and districts conducting diagnostic assessments at the beginning of the school year to understand where students are and what they need to make up for lost instructional time. “And we need to see continued communication and transparency from school systems about how [distance learning] is going,” she added. </p><p>Finally, Runcie would like to see his fellow superintendents invest in technology, which includes both infrastructure and training for teachers and staff.&#160;</p><p>“Digital learning is something I believe is going to be here with us for the long run,” he said, noting that many children may have underlying health conditions or live in multigenerational households, factors that could keep them at home even if schools reopen their doors for in-person learning. “I think it’s something that you’ve got to commit to do, because I think it’s going to be part of our portfolio of offerings and the type of flexibility that we need to have in public education going forward.”</p>Wallace editorial team792020-09-29T04:00:00ZAs the new school year kicks off—mostly virtually—how far have districts come since March in providing a strong online learning experience for students?9/29/2020 6:11:56 PMThe Wallace Foundation / News and Media / Wallace Blog / Keeping Kids Learning and Connected this Fall As the new school year kicks off—mostly virtually—how far have districts come 370https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Pandemic Brings challenges (and Opportunities) for Arts Education28602GP0|#d2020f9f-c87c-4828-b93b-572786ae94a8;L0|#0d2020f9f-c87c-4828-b93b-572786ae94a8|Arts Education;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​“My theme today is adaptation,” said Bahia Ramos, Wallace’s director of the arts, on a recent webinar hosted by Grantmakers in the Arts (GIA). “By that I mean a special kind of change. A change that makes a practice better suited to its environment.”</p><p>This environment, of course, is the one we are now six months into, where the COVID-19 pandemic, economic insecurity and uprisings for racial justice have transformed life in this country. For the students and teachers in arts learning programs, this has meant a total pivot, everything from transitioning to online learning and virtual convenings to teaching artists being laid off at extremely high rates. These changes and much more&#160;came up in the GIA webinar, where Ramos spoke along with Kimberly Olsen, executive director of NYC Arts in Education Roundtable and Alex Nock, principal of Penn Hill Group.<br> </p><p><strong>Adaptation at BGCA</strong></p><p>Back in 2014, Wallace and three Boys &amp; Girls Clubs of America (BGCA) in the Midwest embarked upon the Youth Arts Initiative to discover if <a href="/knowledge-center/pages/something-to-say-success-principles-for-afterschool-arts-programs.aspx">10 principles drawn from the nation’s best, specialty afterschool arts programs</a> could be applied within a general youth-serving organization better known for its sports programs. No one knew if it would work, but over the five years of the initiative, the clubs did <a href="/knowledge-center/pages/designing-for-engagement-the-experiences-of-tweens-in-the-boys-and-girls-clubs’-youth-arts-initiative.aspx">manage to successfully implement high-quality art skill-development programs</a> as defined by the Ten Principles for Success. Additionally, the retention rates for young people in the initiative was <em>twice </em>that of young people who were not in the program.</p><p>YAI is now in its second wave in five cities, testing whether the Ten Principles can be adapted to a lower-cost model. Clubs designed several new strategies, such as hiring assistants for teaching artists and focusing on lower-cost art forms, and initial results were promising. </p><p>Then COVID-19 changed everything. </p><p>“COVID-19 has had a devastating impact on arts and culture and the education system at large,” Kimberly Olsen said in her presentation.&#160;According to Olsen, drastic budget cuts due to the pandemic have fallen disproportionately on arts education, impacting cultural organizations, their ability to serve students and also trickling down to&#160;their&#160;teaching artists. </p><p><strong>The Impact on Teaching Artists</strong></p><p>“Before the pandemic we knew that teaching artists were at risk,” Olsen said. According to a <a href="https&#58;//dataarts.smu.edu/artsresearch2014/articles/blog-white-papers/covid-19-impact-nonprofit-arts-and-culture-new-york-city">recent DataArts survey</a>, teaching artists have been laid off at high rates, with a 78% decrease in artist staffing at NYC-based organizations as of May 8; of the 5,000 teaching artists who responded to the survey, 96% have experienced a loss of income.</p><p>Amazingly, Ramos said, four of the five BGCA clubs have managed to keep all of their teaching artist staff. “We continued our funding of teaching artists and programs in our clubs regardless of whether they were opened or closed,” she explained. This enabled BGCA to launch a new program called “Creates” with a special website and tips on maximizing limited budgets, arts projects and program assessment.</p><p>Sadly, not all organizations have been as lucky. According to the same survey by SMU DataArts referenced above, over 25% of organizations stated that they have laid off or furloughed their staff and artist workforce, and 11% of organizations indicated that they do not think they will survive the COVID-19 crisis.</p><p>“Our city announced a draft budget that saw tremendous cuts to arts education funding that would not only jeopardize the city’s recovery process, but limit both school and cultural organizations’ capacity to serve and engage young people while disproportionately impacting these nonprofit cultural organizations as well as students from low income communities,” Olsen explained.</p><p>As a result, the NYC Arts in Education Roundtable launched an efficacy campaign called <a href="https&#58;//nycaieroundtable.org/arts-are-essential/">Arts Are Essential</a>, with the goal of preserving arts education funding and investing in the community. “With all of this in mind, it&#160;means that organizations must be flexible,” Olsen said. “Flexibility means survival.”</p><p>Early lessons are emerging from BGCA’s new program as well. “Some downsides are clear – going online caused attention spans to be shorter, hours had to be reduced, fewer youth are joining, and as with regular school, lack of technology is a problem for some,” Ramos explained. “But there are some unexpected upsides like new opportunities to engage with parents; older youth have come in providing leadership roles, and youth are reporting that they feel more emotionally safe doing work at home.”</p><p><strong>Heading Toward Recovery</strong></p><p>According to Olsen, the arts and culture sector and teaching artists are going to play a huge part in the recovery of schools and communities. So how can philanthropy support artists who have been hit the hardest? </p><p>Given the very real threats to teaching artists and to arts learning programs overall, the NYC Arts in Education Roundtable encourages philanthropy to take the following action steps&#58;<br></p><ul><li>Include teaching artists in conversations and decision-making processes as the arts sector is redefined </li><li>Invest resources in emergency funding to grant immediate direct-to-individual support for teaching artists to offset the disproportional financial impact </li><li>Ensure that funding language and programs include teaching artists</li><li>Examine longstanding siloed funding priorities</li><li>Ensure arts organizations that are being funded compensate teaching artists with fair wages<br></li></ul><p>Penn Hill Group’s Alex Nock added another way for organizations to take advantage of potential funding&#58; The <a href="/knowledge-center/pages/unpacking-the-federal-response-to-covid-19-in-education.aspx">Coronavirus Aid, Relief and Economic Security (CARES) Act</a>. Its provisions include more than $30 billion for K-12 and higher education programs; more than $4 billion for early childhood education; and other supports such as forgivable loans to nonprofits, including many providers of afterschool or summer programs. It also expanded states’ ability to provide Pandemic Unemployment Assistance, including for gig economy workers and individuals like artists, who would not ordinarily be eligible. </p><p>Nock spoke about other important pieces of COVID relief that affect artists and the art world in general. The Families First Coronavirus Response Act provided flexibility and additional funding for state unemployment insurance agencies to respond to COVID-19. The Paycheck Protection Program and Health Care Enhancement Act provided $319 billion to replenish the program created under the CARES Act, in&#160;which loans to small businesses and nonprofits&#160;may be forgiven if businesses maintain their payroll.&#160; </p><p>Looking ahead to next year, Nock said that&#160;the House had passed the majority of its 2021 appropriations bills in two packages, which included moderate increases, but said we can expect&#160;the&#160;appropriations to&#160;be wrapped up after the November&#160;election. He is hopeful that the next package of COVID federal funding will include more money for education.</p><p>Whatever happens with the funding going forward, Olsen emphasized that collaboration, flexibility and adaptation will help the sector survive and thrive.&#160;“While it’s been a hard time for the arts in education community, the field is resilient,” she said. “They’re creative, and they are driven to support their students in whatever way they can. We’re seeing opportunities and potential growing each day.”</p>Wallace editorial team792020-09-22T04:00:00ZRecent webinar discusses how teaching artists and cultural institutions are responding to COVID-19 and beyond9/22/2020 6:03:29 PMThe Wallace Foundation / News and Media / Wallace Blog / Pandemic Brings challenges (and Opportunities) for Arts Education Recent webinar discusses how teaching artists and 442https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Keeping a Focus on Equity as Schools Reopen During the Pandemic24463GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​The COVID-19 pandemic has cast a harsh spotlight on the inequities that fester in almost every sector of our nation, including K-12 education. Recently, we spoke with Hal Smith, senior vice president of education, youth development &amp; health at the National Urban League, about how districts and state departments of education can address those inequities as they move into a new school year and face the unprecedented challenge of educating students while keeping schools safe during a pandemic. Smith is a member of the steering committee for Wallace’s ESSA Leadership Learning Community, a group of staff members and chiefs from 11 state departments of education, leadership from urban districts and Urban League affiliate CEOs. The group is considering how federal education law and the resultant state and local policies and investments could be used to promote evidence-based school leadership practices focused on achieving educational equity. The interview has been edited for length and clarity.</p><p> <strong>What did we learn about remote learning after school buildings closed last spring, and what lessons should districts be applying in the coming school year?</strong></p><p> <img class="wf-Image-Left" alt="Hal_Smith.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Keeping-a-Focus-on-Equity-as-Schools-Reopen/Hal_Smith.jpg" style="margin&#58;5px;width&#58;245px;height&#58;184px;" />Nobody was prepared to move online. That’s not a criticism—nobody could have anticipated it—but the quality of instruction varied widely. You had very few prepared to do in-person instruction that transferred easily to online settings. And some never attempted to move instruction online, and education became a series of workbooks and cobbled-together approaches done on the fly.&#160; </p><p>This year, as the school year opens, we should have had time to prepare for remote instruction. That would mean professional development for teachers and support for parents to take advantage of remote learning. Even if you provide the broadband internet access and devices that we’ve clamored for, there is still a question as to how families, caregivers and students themselves can use digital and remote learning to greatest effect. It’s one thing to turn on the computer and sit in front of the screen; it’s another to know how to best take advantage of digital learning and platforms. How do you grow and maintain relationships in a virtual environment? </p><p>Also, how do you understand screen time not just as a passive experience where you are pushing buttons, but as time to do serious inquiry into what interests you as a learner? While there is certainly a need for instruction, there is certainly room for student-led inquiry into what is happening in the world around them. Their interests, their hobbies, the things they wanted to know more about—all of those things should be acknowledged as we return to more formal instruction this school year. We are hoping that districts are thinking of students as more than passive recipients of digital learning, [and seeing them] as co-creators of their learning, of their sense of inquiry and development. That was not happening in in-person instruction either. So this was an opportunity to think differently about students and their own learning and development. </p><p> <strong>Are urban schools prepared to reopen?</strong></p><p>Right now everyone’s plans seem to hit the high notes in general terms because they’re not asked for specifics. But the next six weeks will bear watching. Publicly released plans focus on children’s safety and wellness. But we also want to know your strategy for reaching high school students who never logged on in the spring, in the summer, and have no ability or intention for logging on in the fall. Those strategies are not clearly articulated in reopening plans. Those plans assume that everyone will show up every day, and that’s not the case. </p><p><img alt="COVID-19-Costs-to-Reopen-Schools.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Keeping-a-Focus-on-Equity-as-Schools-Reopen/COVID-19-Costs-to-Reopen-Schools.jpg" style="margin&#58;5px;" /><br>&#160;</p><p> <strong>How should districts and schools approach social and emotional learning during this school year?</strong></p><p>Every district named social and emotional learning as an important part of their CARES Act plan [<em>the federal relief package that has provided funding for, among other things, public education</em>]. Is it real or is it political speak that doesn’t change the way we invest in public schools? It’s very common now for social-emotional learning to be dropped as a marker of educational care. You have to have it there. The language doesn’t mean you changed a single way that you operate. We’ll see that play out in the investments, the partnerships, the staffing decisions, the scheduling. Do you have room in your schedule for one-on-one and small group contact with young people, or have you simply replicated your block schedule online? </p><p>There was certainly trauma, financial uncertainty, but we want to acknowledge that young people are thoughtful and resilient and did some things outside the building we call school that will contribute to their education and growth. Having adults that can help them process what happened is important. </p><p>We had young people in Urban League programs who were essential workers. They worked in retail, they worked in fast food, and they were asked to take that on at 16, 17. That’s ripe for learning and reflection—the inequities in experience, the maturity that was accelerated by that. What have we learned in this moment about ourselves, our society? </p><p> <strong>What inequities has the pandemic laid bare and how should districts address them? </strong></p><p>There is no hiding the impact of inequity on education now. Inequity of food security, of housing, social economic status, racism, access to laptops and high-speed internet access—those have been made clear. These are not things that all cities, all communities were paying attention to in a connected manner. We are in a different place in that people have acknowledged these inequalities exist. I don’t know as we are in a different place as far as doing things differently.</p><p>We think it’s necessary for people to envision a longer-term set of solutions [that address] remote and distance learning, that upend inequity and establish a more high-quality education for all students. There will be a tendency [in the coming year] to focus on remediation and not acceleration. Some students need to catch up. But this doesn’t mean we have to stay there for the whole year. Because they missed four months of instruction doesn’t mean they are incapable of higher-level work. I do not believe that the highest-achieving students in the highest-achieving schools are going to receive a basic education. So the same kinds of imagination and energy that are going into educating high-achieving students, why not give that to all students? </p><p>I also think there’s a real of parents, caregivers and community stakeholders. I say funded very specifically because sustained engagement costs money. The funded nature means there are some resources dedicated to make sure it’s robust. You structure meetings, you structure people’s professional time, so someone is responsible for getting parent feedback and include them meaningfully in your strategy and planning. Anything that’s sustained has to have resources dedicated to it.</p><p>Often engagement is understood as a communications effort&#58; We are going to make sure that everyone hears the message, that the tweet, the flyer goes out there—but that’s not engagement. You really want to engage parents and stakeholders around what you want to happen and anticipate pushback and questions as you shape what your priorities and your strategies are [for remote or hybrid instruction]. Having parents, caregivers, stakeholders and even students themselves, where possible, be a part of the planning, the implementation, and most importantly a part of the reflection, is essential. </p><p> <strong>You've talked about regarding this school year as one that lasts 18 months, through summer 2021. What would that look like?</strong></p><p>We should think of summer 2020 through summer 2021 as one school year, one educational time period, rather than parse out our plans in three distinct time periods, so that we have time to think about recovery and acceleration and some new innovation. The investments we made this summer and what we learned are going to be applied to this school year. And the things we learn this school year will certainly shape what is necessary next summer. So rather than create artificial barriers, there’s an opportunity to think about an 18-month period where we are going to work with parents, children and educators in a more connected way compared to the typical school year. </p><p>I do look forward to what this fall will bring. We have very talented educators in this country and there will be no shortage of new approaches. I think much of what we will learn will dramatically shape what school looks like after the pandemic. Maybe we’ll no longer accept 40 kids in a classroom. Maybe more teachers will take on a hybrid approach where student projects live online. I don’t imagine education going back to the way it was before. </p><p><em>&quot;What Will It Cost to Reopen Schools?&quot; image is reprinted with permission of the Association of School Business Officials International® (<a href="https&#58;//www.asbointl.org/">www.asbointl.org</a>) and is non-transferable. Use of this imprint does not imply any endorsement or recognition by ASBO International and its officers or affiliates.</em> <br> </p>Elizabeth Duffrin972020-08-25T04:00:00ZThe Urban League’s Hal Smith sees pitfalls and, yes, educational opportunities—including more student-led inquiry8/26/2020 4:50:08 PMThe Wallace Foundation / News and Media / Wallace Blog / Keeping a Focus on Equity as Schools Reopen During the Pandemic The Urban League’s Hal Smith sees pitfalls and, yes 933https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
How Can Artists Help Reimagine Our Future Post-COVID?24344GP0|#8056f3bc-89c1-4297-814a-3e71542163be;L0|#08056f3bc-89c1-4297-814a-3e71542163be|Building Audiences for the Arts;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 <p>As society looks to address the ravaging effects of both COVID-19 and systemic racism, artists and arts organizations have an essential role in reimagining the future. In an Op-Ed for <em>KCET’s Southland Sessions</em>, Kristy Edmunds, Executive and Artistic Director for UCLA’s Center for the Art of Performance, argues that while the products of the creative sector will undoubtedly continue as indispensable contributions for a thriving society moving forward, it is artistic process and creative problem solving that are most crucial to paving the way towards a vital and inclusive future. Edmunds argues that these intrinsic benefits of the arts are often overlooked, particularly in discussions about post-pandemic recovery. </p><p>To nurture this philosophy, arts organizations can and must help get artists to the recovery table. It starts with a commitment to what Edmunds calls “duty of care.” For Edmunds, what this looks like is maintaining transparency and cultivating pathways of information&#58; “We have to provide as much information as possible to artists. We’re saying here’s what we’re seeing, here’s what we’re learning from various organizational/institutional vantage points, so that knowledge is transferred and shared rather than left dangling in the air. Artists will know what to do for their work and process and decision-making. The most important thing for them to know is that they’re not being abandoned—they are being sought.” </p><p>In addition, Edmunds says, arts organizations can proactively work to ensure that artists have a prominent voice in post-pandemic recovery conversations. She observes that it tends to be the most visible leader who is invited to the policy roundtable, but that person may not necessarily be best suited for the task at hand. To address this, she offers, “It’s incumbent upon us, as leaders, to understand the dynamic of what’s being sought, and to bring artists into the room with us.” </p><p><a href="https&#58;//www.kcet.org/shows/southland-sessions/kristy-edmunds-public-care-is-our-most-durable-good">Read Edmunds’ Op-Ed on the KCET website</a>. </p> Wallace editorial team792020-08-11T04:00:00ZOp-Ed for KCET argues that artists—and the organizations that support them—can play a vital role in post-pandemic problem solving8/11/2020 6:17:51 PMThe Wallace Foundation / News and Media / Wallace Blog / How Can Artists Help Reimagine Our Future Post-COVID Op-Ed for KCET argues that artists—and the organizations that support 541https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Though it May Look Different, Summer Is Not Canceled24117GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 <p>​Every year, millions of kids—and, let’s face it, many adults too—look forward to the start of summer. But Summer 2020 is shaping up to be like no other. With summer vacations canceled, camps on hold and schools unsure about whether and how they will reopen, we’re facing a new set of questions, challenges and opportunities. </p><p>As we kick off Summer Learning Week, we had the chance to connect via email with Aaron Dworkin, CEO of the <a href="https&#58;//www.summerlearning.org/">National Summer Learning Association</a> (NSLA), a nonprofit organization that has been solely focused on harnessing summer as a time of learning, to see how they are approaching this unprecedented summer. For more in depth information about NSLA and summer learning, <a href="/News-and-Media/Blog/pages/summer-from-the-wild-west-to-a-center-of-success.aspx">see our interview with Dworkin</a> when he came onboard with the organization last year. </p><p><strong>Let’s start with the big question&#58; How will summer be different this year?</strong></p><p>The COVID-19 pandemic threatens to worsen the already existing opportunity gap between children from rich and poor families. It has illuminated the nation’s inequities in our school systems and communities like never before, shining a spotlight on the significant digital divide, food insecurities, childcare issues and learning losses millions of underserved students and their families face every summer. And the combination of COVID-19-related learning loss combined with the usual summer slide may have a ripple effect for years to come. Nonprofit organization NWEA, which specializes in student assessments, predicts significant learning loss from COVID school closures, especially in math. Their findings project that “students may return in fall 2020 with roughly 70 percent of the learning gains in reading relative to a typical school year, less than 50 percent of the learning gains in math, and in some grades, nearly a full year behind what we would observe in normal conditions.”</p><p>This means that summer learning programming will be more important than ever in 2020. Across the country, summer programs are adapting and innovating to ensure children and their families can access quality summer learning opportunities and critical supports, exploring safe ways to reopen, developing virtual and at-home learning experiences that families can do together and securing funding and policy support to expand summer meal programs in communities experiencing an increase in food insecurity due to job losses and school closures.</p><p>Parents, educators, summer learning advocates, business leaders and policymakers each play a critical role to save and expand summer learning opportunities in communities across the country this summer.</p><p><strong>How might families think about summer during this pandemic?</strong><strong> </strong> </p><p>Families are learning how to be hyper-creative when thinking about this summer. They’re thinking about ways to take advantage of available resources in a safe way. While community libraries and museums may be closed to in-person visits, you can explore their summer library programs or museum tours virtually with your children from the comfort of home. Many library and museum websites across the country and around the world have information posted about free virtual learning opportunities. </p><p>Parents can also access other online resources, such as the new <a href="https&#58;//bealearninghero.org/summer-stride/quick-tips-resources/">Summer Stride</a> resource from Learning Heroes, which includes ways to help your child with math and reading at home this summer.</p><p><strong>It seems parents, guardians and others have a bigger role in summer learning this year, in addition to summer programs. In general, why are summer learning programs important?</strong></p><p>Research shows that high-quality summer programs can make a difference in stemming learning loss and closing the country’s educational and opportunity gaps, particularly for our most vulnerable students. Elementary school students with high attendance in summer learning programs boost their math and reading skills. These skills, along with social and emotional learning, help children not only in school but also in their careers and life.<strong></strong></p><p><strong>What is most important for policymakers to know about summer learning programs, especially this year?</strong></p><p>On the federal level, funding is critical. These dollars serve to launch new programs and allow existing programs to serve more students and improve quality. Recent studies have shown that 88 percent of teachers say summer learning programs are important to students’ success and 85 percent of families support public investment in summer programs. </p><p>The House and Senate continue to show strong support for 21st Century Community Learning Centers, Title IV Part A, and other key funding that supports summer programs in budget allocations. </p><p>On the state level, it is crucial for policymakers to allocate federal funding received toward more quality summer and afterschool opportunities, as well as increase regular state education funding to include financial support for summer and afterschool programs. We are also encouraging local leaders to take advantage of the specific allowable use of funds for summer learning cited in the <a href="/knowledge-center/pages/unpacking-the-federal-response-to-covid-19-in-education.aspx">CARES ACT</a> [the federal relief act in response to COVID-19]&#160;and to continue to promote additional local funding for summer learning. State policymakers could support summer learning and close the opportunity gap for children in their state by adding or refining language about summer learning and afterschool learning in their state school finance formulas and in statues, describe key components of successful opportunities as principles for which the funding should be spent. </p><p><strong>Given the current context, is NSLA doing anything different for Summer Learning Week this year?</strong></p><p>Summer may look different this year, but it isn’t canceled. Even if we can’t all be together, summer programs are adapting and innovating to ensure children and their families can access quality summer learning opportunities and critical supports and services throughout the COVID-19 pandemic. </p><p>To that end, we are offering&#160;numerous new resources and launching our national Keep All Kids Healthy and Learning billboard advertising campaign. In addition, with the move to many more virtual programs and events during this pandemic, NSLA is celebrating the week with <a href="https&#58;//www.summerlearning.org/summer-learning-week/theme-days-and-resources/">different theme days</a> and by lifting up inspiring program examples and resources with national webinars each day co-hosted with innovative summer learning partners and leaders. </p><p><em>To find out more about NSLA’s daily webinars and other&#160;resources for Summer Learning Week, visit the organization’s </em><a href="https&#58;//www.summerlearning.org/summer-learning-week/"><em>website</em></a><em>.</em></p> Wallace editorial team792020-07-08T04:00:00ZThis Year’s National Summer Learning Week Celebrates a Wide Variety of Opportunities Still Available to Kids Across America7/8/2020 4:27:06 PMThe Wallace Foundation / News and Media / Wallace Blog / Though it May Look Different, Summer Is Not Canceled This Year’s National Summer Learning Week Celebrates a Wide Variety of 250https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Bringing Out the Best in Principals During the COVID-19 Crisis23637GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p class="wf-Element-IntroParagraph">“When I look back, it feels like a year ago,” says Jill Baker, deputy superintendent of Long Beach Unified School District, reflecting on the district’s response in the days following its March 13 decision to close its 85 schools owing to the COVID-19 pandemic. Long Beach Unified is California’s third largest school district, serving nearly 72,000 children from diverse backgrounds. Baker began her career in the district as a teacher 28 years ago and is scheduled to take over as its superintendent on August 1, succeeding Christopher Steinhauser, who is retiring. Baker brings a unique perspective to the job, having directed the district’s participation in a Wallace Foundation initiative aimed at reshaping the principal supervisor job to focus less on administration and more on principal growth. Recently, Baker spoke about the district’s efforts to support principals during the closure, its summer plans for school leadership development and what school may look like in September. The interview has been edited for length and clarity.&#160; &#160;&#160;</p><p> <strong>How has your district supported principals during the school closures? </strong></p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/Bringing-Out-the-Best-in-Principals-During-the-COVID-19-Crisis/Jill-Baker-headshot.jpg" alt="Jill-Baker-headshot.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;160px;height&#58;241px;" />We are very fortunate that over the last five years, we’ve built a strong coaching model for our <a href="/knowledge-center/school-leadership/pages/principal-supervisors.aspx">principal supervision practices</a>. Why is that important now? Because the relationship between our principal supervisors and principals has a coaching foundation, it is easy for them to move into unknown territory when faced with a crisis. Our principal supervisors have been right on the frontlines with principals, coaching them, asking good questions, advocating for them and bringing the lived experience of principals back to central office. </p><p> <strong>Can you describe that lived experience? </strong></p><p>Principals were immediately faced with a set of questions that they had never experienced before, just as we were at central office. They were faced with families asking for resources that they had not asked for before, their students had technology needs, Internet needs. [The school closures] tossed up into the air every system that a principal typically manages, from teacher evaluations to nutrition services in their building.</p><p>Because of how we’ve built our principal supervision practices, principals quickly looked to their supervisors for direction, for comfort, for answers. It was a huge pivot for a system that’s pretty directing, in terms of our expectations for schools, but also gives principals a lot of latitude to make specific decisions for their building. I would say that the lived experience for principals right away was&#58; We need you to lead us. We trust you as our supervisors to help us.</p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/Bringing-Out-the-Best-in-Principals-During-the-COVID-19-Crisis/LBUSD-Barton-39.jpg" alt="LBUSD-Barton-39.jpg" style="margin&#58;5px;" /> <br> </p><p>Personally, I’ve never underestimated the whole idea of coaching and strengthening a trusting relationship between a principal and a supervisor, but I think the field may have. When you go through a crisis like this, it underscores why you have relationships. It is a foundational aspect of having to do really hard work. I hesitate to use the word “thrive” because this is such a sad time, but [the crisis] really has brought out the best in our school leaders. It has been a very rich opportunity for them to step up, try things they’ve never done before, be vulnerable and learn with others. </p><p> <strong>What inequities have been brought to the forefront because of the crisis? Has the district been able to address them, and if so, how? </strong></p><p>On the afternoon that we closed schools, we gathered at central office and literally said, “What do we need to focus on first?” In the back of my mind was Maslow’s hierarchy. Our first decision was that, on Monday morning, we were going to offer food at every school in our district. We did that, and we continued doing so until we could look at the data after the first week to see where our highest-need areas were. Some areas were obvious, but frankly every school has children with a need to eat. Our response has continued in a way that is so respectful to our community. We’re providing breakfast, lunch and dinner in our highest-need areas. There are almost 30 locations, and the meals are accessible to anyone. There are no requirements, no applications. </p><p>We also faced the same connectivity problems that other districts faced. One of our first purchases, literally days after the closure, was for 5,000 six-month-term hotspots because we estimated that about 10 percent of our students, or about 7,000, were potentially not connected to the Internet. In addition to giving away 20,000 older-generation Chromebooks, we came up with a system to loan more than 10,000 [newer] Chromebooks to families within two weeks of the closure. </p><p>The other needs have been sadly not surprising. Students in low-income families lack supervision as their parents go out and work as essential workers. They may be living with multiple families in one residence and are facing COVID spread because of essential workers coming in and out. We’re offering counseling digitally and are partnering with faith-based and race-based community agencies, like the NAACP, to ensure they are able to put out really good information on behalf of the district. </p><p>We’re using all of our existing programs to continue to focus on issues of equity. For example, we run a Saturday education program for students from migrant families. During the crisis, a coordinator from that program has done outreach to families. High-school teachers who work with newcomers who are English language learners have continued to connect with families, too.</p><p> <strong>Summer is a time when school districts hire and train principals. How will that be handled in Long Beach this year? </strong> <br> <strong>&#160;</strong><br> Last year, we had 80 principal promotions or changes. This year it will be 20. Five of those are first-time principals, all of whom have gone through the district’s “pipeline” programs [which provide training for aspiring school leaders]. We’re only making changes that are of necessity, such as because of a retirement. Normally, we would move around many more principals because they’re ready to transition to another school, but we’ve paused that because we want to create as much stability as possible.</p><p>Literally the day after a person finds out that they’ve been appointed principal or that they’re transitioning to another school, we launch a transition process that involves a facilitated change-of-principal workshop. The workshop engages members of the school staff to establish what’s working and what they’d like to see improved. It’s really important, and we’ll do a version of it this summer, too. </p><p> <strong>How has the district involved principals in the planning for when school resumes in September? </strong></p><p>Our principals have been an important part of our initial planning. I say initial because we’re really tracking on the health data. We’re trying to move fast enough but not too fast. Over the last month, our principal supervisors asked principals to explore all kinds of scenarios for the fall. Middle school principals, for example, considered 16 different models and in small groups worked through each one’s plusses and minuses. We went from a lot of brainstorming and testing of ideas, to now moving into a formalized planning process. We have task forces, and principals from every level are represented on them. </p><p> <strong>What might school look like in the fall, based on your initial plans?</strong></p><p>Our aim is to bring back as many students to a building as possible, especially at the elementary school level. That’s causing us to seek additional space in our city, through partnerships with local colleges and universities who will be providing distance learning/instruction. &#160;</p><p>We’re also talking about blending learning. A middle school student, for example, might not come to school every day. He might come Monday and Tuesday, then do distance learning Wednesday, Thursday and Friday. Based on distancing requirements, we know that we can only have about 15 students in a classroom. That is about half the size of a traditional class and even less when you think about a class like chorus. Chorus might only exist in a distance environment because students can’t all be in one room at the same time. </p><p>We already have an independent study program in our high schools, which we will continue, and we’ll also be launching some new distance academies. How we’re going to do all of this—in-class learning, blending learning, distance academies—we’re still figuring out. But we imagine publishing the options and letting parents make a choice. If they don’t, we’ll likely default to expecting their student to come to a building.* </p><p> <strong>Like school districts everywhere, Long Beach Unified is facing a massive budget cut because of the pandemic. I’ve read that the reduction will be 10 percent, or about $70 million, this year. How do you stay focused on equity as you make cuts?</strong></p><p>We’re in a better position than other districts because of great fiscal management. Our superintendent and the district’s budget office built up a reserve over time, knowing the rainy day would come. The reserves won’t save us from future cuts, but it allows us time to make the best decisions given what’s coming from the state. We also have in our favor that we’ve worked really hard to build internal capacity. We don’t rely on a lot of consultants or outside companies. Because of our internal capacity, we can pivot quickly, change strategy and work together in a way that doesn’t happen in a lot of places.</p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/Bringing-Out-the-Best-in-Principals-During-the-COVID-19-Crisis/IMG_0660-2.jpg" alt="IMG_0660-2.jpg" style="margin&#58;5px;" /> <br> </p><p>Our focus on equity is at a deep level. During this time, we’ve not stepped back from our equity agenda, but we’ve had some public outcry over things that have been perceived to be “taken away” from students as we navigated through the school closure and made decisions based on our equity philosophy. This meant that we were not privileging students who were not struggling during the school closure. When we closed schools, for example, we decided that grading for high-school classes would be credit/no credit, even if you’re a junior taking five Advanced Placement classes. There was a public outcry, and our school board had to entertain an item on its agenda to uphold the district’s stance on grading and not give an opt-in for parents who wanted their students to get an A. [These parents] had to accept that credit/no credit was good for <em>all </em>students, even if their student wasn’t going to get the extra bump they would have liked. When you really get down into the details of equity, it is not equitable to privilege a student when another student doesn’t have the opportunity for that same experience. However, we do have to pay attention to the voices that are coming out about grades. We don’t want families to walk away from our district and go to a private school because they are frustrated about grades at a time when we’re already facing huge cuts.&#160;&#160;&#160; </p><p> <em>*After we published this post, Jill Baker <a href="https&#58;//www.lbschools.net/Asset/Videos/external.cfm?videoID=2575#anchor_2575" target="_blank">announced</a> that for the coming school year, the Long Beach school district would delay in-person instruction until at least October 2020.</em></p> Jennifer Gill832020-07-07T04:00:00ZJill Baker, incoming chief of a large California district, discusses education priorities—and why principal supervision matters now7/15/2020 5:04:33 PMThe Wallace Foundation / News and Media / Wallace Blog / Bringing Out the Best in Principals During the COVID-19 Crisis Jill Baker, incoming chief of a large California district 804https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx

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