In collaboration with the Southern California Professional Development Federation (SCPDF), we hosted a workshop this week highlighting the connection and communication practices that are best supporting our school communities during the COVID-19 pandemic and distance learning. The goal? To share what we’ve learned about building and maintaining relationships during this time, and how we can continue to foster those connections whether we’re together in person or not.

Speakers:

Mindy Ahrens, Principal, Benchley-Weinberger Elementary
Sue Sward, TK/Kindergarten Teacher, Benchley-Weinberger Elementary
Ally McGrory, Parent, Benchley-Weinberger Elementary

Mindy’s reflections:

Considers the way she communicates based on what she’s communicating such as relaying information about procedures and guidelines vs. philosophy and vision.
Infographics (visual communication) are powerful tools when sharing complex ideas or protocols e.g. an infographic she created in Canva for their new pickup procedure. Also consider a collaboration tool like MURAL for asynchronous communication so that everyone can contribute and share their voice.
Ensure that messages are actually reaching and resonating with who you intend. An example was a teacher who provided a sample schedule as an option, but parents understood it was required. What was missing in translation?
When communicating about the philosophy about something, be sure to lead with the why behind a decision or a new direction e.g. hold harmless grading.
Always seek feedback and not just in a Google Form or based on how many people show up on Zoom. Use the feedback to help you communicate more effectively.

Sue’s reflections:

Implementing Seesaw at the beginning of distance learning was slow and tough. Instead of trying to force information exchange over an app, platform or email, picking up the phone and walking students and/or parents through situations is invaluable. Take baby steps to ensure everyone is comfortable and then move into a more formal learning structure.
Differentiating has been a challenge because she’s doing it for the students and parents, but in this case as well, the best solution was to pick up the phone and avoid the sea of emails.

Ally’s reflections:

At the beginning it was extremely stressful and like a puzzle trying to fit different schedules, programs and curriculums together for her 1st, 3rd and 5th graders.
Once parents’ stress started to lessen, district guidance started coming out and teachers pivoted quickly. The majority weren’t set up on the technology platforms yet (Seesaw, Google Classroom and Class Dojo), so it was a fast transition. Quickly all of the 1st grade teachers coordinated their curriculum (weekly lesson plans) and offered flexibility for when assignments were completed each week.
For her 5th grader, this experience has been a great lesson in taking on more responsibility, preparing him for his transition into middle school next year.
She’d like to see more project-based learning and program consistency e.g. communicate through Class Dojo, submit work on Seesaw and have the curriculum on Google Classroom.

Group discussion (highlights):

How can we encourage teachers who don’t feel comfortable calling their students and families to do it in an effort to make deeper connections? Have a conversation to understand what’s underneath the hesitancy and offer a solution that’s best suited to the situation, joining the teacher on a phone call and reflecting on the experience together, or making the call on behalf of the teacher and relaying information.
Think creatively instead of recreating when it comes to online learning. A music center shifted to learning music editing software vs. the traditional group lesson.
One attendee noted he’s seen effective communication, but not always human communication that is easier to relay through video messages. If purpose and consistency are set upfront, videos are an effective way of relaying genuine feelings and support.