LEGISLATIVE
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Advocacy in a COVID-19 World BY BARBARA SHANER
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or many of us, the inclination to be an advocate does not come naturally. While we may have strong beliefs about something (public education for example), we are not compelled to take up the cause and actively promote change. For one thing, our dayto-day lives can seem a world away from that place where laws are made, and regulations are established. Further, in the case of public education, educators, administrators and school leaders are often overwhelmed with the challenge of carrying out the laws and rules already in place. Extra time for advocacy just doesn’t seem possible. This was the case pre-COVID. How much more difficult is it to be an advocate when living under a world-wide pandemic? Let’s consider that question – and let’s also look at the situation from an elected official’s view. Social media, online meetings and electronic communications were all being utilized before the coronavirus pandemic materialized. However, the use of these tools (and their effectiveness) has been accelerated dramatically just since March of this year. Experts say we’ve catapulted decades ahead in the effectiveness of these tools, and the creative ways we’ve found to communicate and conduct business electronically. OAESA members know first-hand what it means to utilize remote communications and online learning effectively, and we know you have found ways to improve on that process. When you think about it, Ohio’s legislators are in the same boat we all are as they attempt to connect with constituents. Large public gatherings are not possible, shaking hands with voters is a no-no, and even knocking on doors would be frowned upon. Perhaps this is an opportunity for the average citizen (a.k.a. public school supporters) to meet them where they are – in cyberspace. Another interesting phenomenon that has cropped up with the
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principal navigator
Coronavirus pandemic is the amplification of the shortcomings with the current public education system, including the over-reliance on high stakes testing. Also, the inequities among students’ access to high quality educational opportunities have been brought to light more clearly. The spotlight on public education has never been brighter. As we consider these factors—the new way in which communication is occurring coupled with the increased focus on the needs of students and those who serve them—it seems like the perfect opportunity to rethink advocacy. We used to encourage members to make appointments to meet with legislators in their offices in Columbus. That is not really an option these days as in-person meetings are no longer the norm. We used to encourage members to invite legislators to their buildings. With many schools starting out the school year with remote learning, that won’t be possible either. Building principals have first-hand knowledge of the challenges that come with educating students in a COVID-19 world. You also know about the great things happening in your ‘buildings’ when it comes to engaging students and the learning that can still take place. With that comes your understanding of what’s important and what can be set aside (such as unreasonable/unnecessary laws and regulations) in favor of common sense and what really works. Why not look for ways to share this knowledge with the people in charge of making the laws and rules that could affect success in the future? There are two reasons why we hope members will find ways to communicate with lawmakers this year (yes, become advocates). First, if we don’t share information about the needs of students and the best policies that will impact success, they won’t have good information on which to take action. Second, because of the
