Do we take the time to ask them direct questions and feedback and invite them to partake in the decision-making process?
Distance learning, virtual or hybrid learning, remote teaching…all different ways that schools and education systems have had to adapt in order cater to learning during a global pandemic, during the era or Covid-19. Many will agree that learning is not meant to be completely adapted in this manner but educators have been thrown into a whirlwind they cannot always control.
As this transition and transformation has had to take place, educators, leaders, parents, and students alike, have been filled with feelings of frustration and disappointment. So many changes and so many different ways of adapting have made learning now even more difficult than before. Questions on access, equity, and ability have arisen in various districts. If they were not talked about before, they are now at the forefront of the discussion.
With these changes, there has often been an oversight. Over the past decade, there have been many pieces of research and discussions centered around the importance of student voice, partnerships, and shared leadership. Much emphasis has been placed on dismantling the importance of maintaining a hierarchy and a vision of “leadership is more than a title” has been instilled in many regions and districts.
But I truly believe that there has been a caveat here. There was always a hidden meaning or an unintended truth that lingered about. Although it was never malicious in nature, the result of this caveat truly shared a direct message.
What distance learning has taught the education system is that: student voice, partnerships, and shared leadership are important and crucial, BUT, only when time permitted it. The danger that has presented itself recently is a reflection I offer to all districts. When decisions have to be made: how to change from in-person to hybrid or virtual, when that will happen and for how long, with what parameters, is equity ensured, what resources are available, how can districts and schools support learners, educators, parents…etc. Are educators, students, parents at the table? Do we take the time to ask them direct questions and feedback and invite them to partake in the decision-making process?
The research shows:
- That the old model has challenges and does not support today’s learners and education system.
- That including all actors in the decision-making process leads to greater success, supports healthy well-being, and ensures greater engagement by all parties.
- That collaboration needs to be a priority.
- That taking the time is more efficient in the long run and does not hinder gains in learning; a better reflective approach, based on research and collaboration will lead to a better system.
In essence, the hidden meaning or unintended message that has been uncovered by this forced shift in education is:
We believe in partnerships, collaboration, collective voice…but only when we have time. Otherwise, it becomes a burden rather than an added benefit. So, another question remains: do we truly believe in this?
This is a dangerous message to send out. Educators know that this is completely unintended (my hopeful attitude will choose to believe this to be true), yet that is the message that is conveyed. And if we truly care about learning, educators’ well-being, supporting parents and families, we will all further reflect on how this collective voice and partnership will become a bigger priority in 2021.
