The Middletown Press (Middletown, CT)
Education resolutions for a better New Year
Over the last two years, educators in Connecticut have been challenged by pandemic-driven logistical burdens, budgetary ups and downs, dramatic teacher shortages, and divisive rhetoric. That’s on top of the ever-present threat of COVID-19 and the uncertainty that comes with localized outbreaks.
Given the rising importance of education as a pathway to economic and social possibility, it is not enough to simply pine for a return to normal. As we enter a new year, here are five resolutions for educators and policymakers to consider.
Improve digital learning infrastructure
In the urgent shift to remote learning during the pandemic, it became painfully clear that we live in a technology landscape of “haves and have nots.” A September 2020 report commissioned by the Connecticut Conference of Municipalities and Dalio Education indicated that 38 percent of residents in five Connecticut cities (Hartford, New Haven, Waterbury, New Britain and Bridgeport) do not have broadband at home, and 36 percent of households with incomes below the state median do not have any connectivity, compared with 11 percent of households with incomes above the median.
As Connecticut increases access to low-cost broadband through the Federal Infrastructure Investment and Jobs Act, which includes $65 billion in grants to states for broadband deployment, it is essential that educational institutions partner with associations and government entities to remove technology and affordability barriers to digital access for learners of all ages.
Reimagine learning models
According to a report by the Christensen Institute, we have no shortage of options to reimagine education. New curricula, technologies, pedagogies, and programs have the potential to support the college readiness of historically under-represented students, including low-income populations, students of color and those who will be the first in their families to attend college.
One model worth exploring is mastery learning, which allows educators to build a system of learning in which students are rewarded for perseverance. The Mastery Transcript Consortium comprised of public school districts, private schools and leading universities is developing this idea.
Encourage educator self-care
A recent RAND Corp. survey found that while 40 percent of all employed adults reported experiencing significant job-related stress during the pandemic, this figure was almost double for K-12 teachers (78 percent). Many pandemic-era teaching issues, such as stressed and confused students, technology challenges, and new learning systems are linked to significant job-related stress, depression and burnout.
District leaders would do well to design and implement mental health and wellness initiatives for educators. Hiring behavioral health counselors not only for students but also for teachers and paraprofessionals can help, as well as listening with empathy to teachers' concerns around pay, time, and support needs.
Champion healthy learning
Today’s students have reported heightened feelings of anxiety, depression and isolation. As we reimagine education in the wake of the pandemic, healthy learning is needed more than ever.
School leaders should develop methods and processes that emphasize a learning environment that provide holistic support for a student’s academic, physical, psychological, and social self. To prioritize healthy learning, schools, colleges, and universities can bring together the research and practices of initiatives addressing basic needs; diversity, equity and inclusion; social and emotional learning; mental health; and character education. This work should extend into governance and community engagement, particularly in our current politically charged environment.
Embrace regional education ecosystems
All parts of a regional education ecosystem — early learning, K-12, community colleges, colleges and universities — are interconnected. Each of these interconnected entities has the power to effectively partner or painfully disrupt and disconnect learner journeys. Connecticut’s outstanding colleges and universities are continuing to provide life-changing education for many, making a positive difference for individuals, families, and communities.
As Connecticut moves forward, dramatically changed by COVID-19, it’s critical for higher education institutions to establish alliances with local school districts to support their human resource objectives and elevate the teaching profession. Partnerships like this can include professional development of current or aspiring teachers and school districts serving as clinical learning sites for pre-service teachers, the next generation of Connecticut educators.
Adopting and fulfilling these five resolutions depend on educators and their communities working together. We need to set aside the historic “better than” arguments and embrace a “better with” reality: We’re all in this together. Education is a game changer, door opener, and playing-field leveler. As such, let’s commit to substantive conversations and good work on each of these resolutions. Making progress together will support our shared journey toward new possibilities in 2022.
We need to set aside the historic “better than” arguments and embrace a “better with” reality: We’re all in this together.
Rebecca L. Watts serves as a regional vice president for Western Governors University, a nonprofit, accredited university focused on competency-based learning that serves 800 students and 1,600 alumni in Connecticut. Mark David Milliron is the senior vice president of Western Governors University and executive dean of the Teachers College, the nation’s largest college of education.