Reshaping Teacher for Meaningful Impact on Children's Well-Being & Learning
As school systems turn their attention to specific priorities and interventions that address returning to full-time in-person school, our aim in this paper is to name initiatives and areas of focus that will have the most meaningful impact on children’s well-being and learning. We will:
- Critique the deficit-based terminology used to name the assumption of “lost learning” and suggest a new term, Learning Onward, that helps to reframe the opportunity before us.
- Focus on school and classroom level initiatives that can have the most impact on learning as children return to full-time, in-person school. Each of these initiatives takes an equitable and inclusive approach and requires job-embedded professional learning for teachers to implement effectively. They are:
Equitably using assessments to inform literacy instruction
- Discuss evidence-based district level investments that promote Learning Onward.
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