(9/27) For the Board of Education and for BoE candidates, the end of summer and start of fall brought many questions about the return to school for educators and students. Although the Board made the decision in July that the school year would start in a virtual-only environment with enhanced learning, student engagement, and focused social-emotional learning support, we heard from many concerned parents and community members about the potential long-term impact on educational outcomes.

Just days before the first day of virtual learning launched, Governor Hogan and State Superintendent Salmon made an announcement that based on the current health metrics for the state, all schools should focus on some level of re-opening in person. FCPS implemented small group, in-person instruction for targeted student groups – including English learners, some students with special education needs that could not be met as easily in a virtual space, and for students who struggled with access. Given the recently released guidance from the state on health metrics for expanding in-person services – which school systems have been asking for over the course of several months – the BoE will answer the tough questions to ensure for the health, safety, and well-being of the FCPS community based on the scientific data right now.

Despite these immediate questions on the horizon, as a BoE candidate I wonder what lessons we will glean from the time our teachers and students worked from their kitchens, living rooms, and bedrooms. In the first few weeks after schools shuttered in March, we heard a national narrative celebrating teachers for being heroes – for turning their classrooms inside out and quickly adapting to an online model with little training and even fewer resources. A few months later, teachers and educators are being regularly attacked for being ‘fearful’ about returning to school buildings rather than being recognized for shifting and pivoting to meet the varied needs of reaching students through the computer screen.

All of our educators are now in the position to not only be teachers – but to become students in learning new ways to incorporate technology and new tools into the classroom. Now is a time to embrace the growth mindset and set up a school environment where it is safe to experiment, test things out, and refine teaching practices. While everything may not go perfectly, focusing on learning, growth, and new opportunities will likely lead to innovation in the classroom for years to come.

One of my primary concerns as a candidate and BoE member is focusing on how to mitigate the effects of the current pandemic such as likely increased gaps in student learning – particularly for students who most traditionally struggle. Virtual education environments put social inequities and lack of access to technology and the Internet directly in the spotlight. Many educators risk their personal health because of their belief that the physical school building provides a social safety net – not just for academics but for access to consistent meals, mental health supports, high-speed internet access, and critical social interactions. FCPS made immediate strides to ensure these vital services would continue by providing now close to 500,000 meals; implementing safe, secure telehealth visits to meet therapeutic needs; and providing as many hot-spot Internet devices as budgets would allow. As we look to the future of the remainder of the school year and beyond, I wonder how the future of education can be reimagined to be more inclusive, equitable, and with resources for all students.

One of the first steps we need to do is ensure all educators possess the tools, resources, and support they need to address any widening gap in learning and achievement as a result of the pandemic and school closures. Teachers and support staff will not only need to assess any gaps or content loss, but will also need to implement strategies to differentiate instruction to meet the various learning needs of their students.

Differentiation is not a new feat for teachers – each year, teachers must assess which skills students may need to work more intensively on in a new grade level or content area. However, the potential for bigger gaps over the next few years is substantial. Teachers will need additional tools, strategies, and systemic support to ensure that they are able to meet the needs of all students who may be experiencing wider ranges of learning gaps than previously experienced. In the near future, as a system, we should focus on expanding access to pre-kindergarten services; increasing the availability of career-technology education; and offering additional support to targeted student groups.

Read Rae Gallagher September article