From the Executive Director
EMBRACE OPPORTUNITIES FOR INNOVATION Not in my lifetime have I so looked forward to getting back to the best of what was considered normal just over a year ago. Primarily, getting together with others in social gatherings without the ever-present awareness of COVID-19, distancing, or wearing masks. Who knew that the simple act of shaking someone’s hand or a tap on the shoulder carried so much significance? As we wrap-up this school year and all its challenges, I’m hopeful that with vaccinations, recovered cases, and a continuing trend toward much lower rates of spread, that when school doors open next fall, they’ll be truly open for the full experience for educators, students, and the communities you serve. I also hope that whenever that time comes that the resulting relief from all of the stress and fatigue doesn’t lead to a letup on the focus to address the learning challenges made more obvious during the pandemic. Meeting the needs of all students in a classroom requires intense effort and follow-up. We’ve always known this. As more educators utilized technology to connect with students virtually, those learning methods can and should be incorporated into regular instructional practices to enhance in-person learning, as well. And, perhaps we can leverage the flexibility of how and when we expect learning to take place to allow for opportunities for students to access content differently when it’s helpful to them due to events 8 PAGE ONE
and activities that would otherwise keep them from taking or completing a class. So many innovative instructional and student-focused support changes were born of necessity that should find a place in our day-to-day school experiences going forward for the long-term benefit of students. Innovations occurred outside the instructional area, too. I’ve heard from numerous districts how they’ve adapted the structure of everything from student orientation to movement within buildings, class schedules, and student services. The necessity to think in new ways about the resources of time, space, and individual student supports should help make different more normal and more conducive to effective teaching and learning. Additionally, people outside the education community are now much more aware that there are vast discrepancies in learning resources and support in our communities, even when schools have all the right tools. The best, most wellequipped device is nearly useless when it cannot be connected. Broadband connectivity issues have been a major barrier to doing school well. While we knew that was true in more remote, rural areas of Georgia, it is now evident to all that even more developed areas of the state often lack high-quality, reliable access. Fortunately, state and federal funding to address this have begun, but it will take more effort and a continued focus for us to see needed progress. May/June 2021
