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Are engaging K-12 virtual learning experiences possible? Our new report on a national, largely synchronous, virtual summer school program designed to minimize Covid learning loss suggests the answer is YES, w/ implications for teaching & PD both in person & at a distance. 1/15
The report is coauthored w/ @ProfMartyWest @hgse and available now via @EdPolicyWorks at https://curry.virginia.edu/sites/default/files/uploads/epw/NSSI%20Brief_12.05.2020%20merged_0.pdf 2/15
The program under study—called the National Summer School Initiative (NSSI)—was previously featured on @npr_ed @anya1anya https://www.npr.org/2020/07/28/895720240/can-online-learning-be-better-this-fall-these-educators-think-so & represents an early effort to innovatively promote ed equity via virtual learning during Covid-induced schooling disruptions 3/15
NSSI served ~12k rising 4th-9th graders, mostly low-income students of color, many from charter schools. Leaders recruited “mentor teachers” considered highly talented from across the country to provide PD to “partner teachers” from 50 schools across 17 states. 4/15
Mentor teachers also provided partner teachers w/ videos of themselves teaching daily lessons to their own students 4-5 days before the partner teachers led their classes through the same content. Partner t's could play parts of the videos in class or use for lesson prep. 5/15
We interviewed a representative sample of partner and mentor teachers and analyzed survey data from teachers, students, parents, and administrators to explore stakeholder perceptions of the inaugural program held in summer 2020. 6/15
Stakeholders perceived that the program was engaging, helped students make academic gains & improved their perceptions of what’s possible w/ virtual learning. Part of this was due to rigorous, relevant, & engaging ELA content, & discourse-based approach to math instruction. 7/15
Partner teachers valued working in sustained partnership w/ a mentor who was teaching the same content & observing videos of talented teachers in action. Mentor teachers appreciated the opportunity to grow, extend their reach, & connect w/ other excellent educators. 8/15
The program provides one model for how educational leaders could more creatively capitalize on virtual learning to increase the equitable distribution of access to highly effective teachers. 9/15
Mentor teacher experiences suggest that career ladder-like programs that seek to differentiate teachers’ roles based on experience and merit can generate enthusiasm among talented educators and multiply their impact. 10/15
The study also speaks to teacher development. Mentor teacher videos provided powerful models for partner teachers. This could be accomplished within in-person settings but virtual learning facilitates the creation of videos for libraries of teaching practice. 11/15
Our findings suggest teachers need not reinvent the wheel when it comes to curriculum & planning. Centralized efforts to provide high-quality—but still adaptable—lessons can save time teachers can instead devote to providing feedback & building relationships w/ kids. 12/15
Results further suggest that teachers appreciate PD that is differentiated to their needs and levels of experience and coaching delivered by someone who has previously taught the material and can therefore provide instructional guidance with credibility. 13/15
Of course, our study is not an impact eval & doesn't compare the efficacy of virtual vs. in-person instruction, but our findings suggest promising practices & room for optimism about what can be accomplished through virtual learning when in-person schooling is restricted. 14/15
NSSI leaders are now providing something similar during the school year @CadenceLearn. Our report benefited from contributions of a large research team @UVA @UVAEdu @UVABatten & beyond, support from @bellwethered, & interviewee time. Thanks for reading. Feedback welcome! 15/15
