The Covid-19 pandemic necessitated significant changes to the delivery of public education. In the spring of 2020, schools were closed, and students continued their lessons from home via study packages, online classrooms, and lots of parent intervention. By June, questions about how school would look in the fall loomed ominously
The world of education has changed on a monumental scale this year. To honour the spirit of change and the incredible pivoting educators have had to do in their work, we’re going to do something a little different in this article to make use of the different perspectives we bring
As schools across Canada continue to grapple with supporting teaching and learning during the COVID-19 pandemic, it is increasingly apparent that school based-administrators have become the “other first respondents of the pandemic” (Osmond-Johnson, Campbell, and Pollock, 2020). Tasked with implementing ever changing school re-opening plans; many of which vary from
Principals know they play a critical role in setting the tone for parent-teacher relations (Auerbach, 2012), but none could have prepared for the way school-home partnerships would be tested following school closures and the move to emergency remote teaching in Spring 2020. With the financial support of the Alberta School
During the Covid-19 pandemic, announcements and news reports have often been preceded by the phrase, “During these un-precedented times,…” For many of us, this may be true; we have never lived through a global pandemic like Covid-19, times of social un-rest or extreme economic hardship. Like me, however, many of
As school personnel and administrators are demonstrating this year clear purpose, hard work and resilience are moving schools forward despite unprecedented circumstances. Educators and community stakeholders alike are concerned with the social, emotional and academic development and well-being of students and thus finding ways to continue supporting student growth is
