Thank you for your participation!
We are grateful to the panelists and attendees who contributed to another successful series of webinars this season. We’ll be back again in the fall with new topics and guests. In the meantime, please browse the archives below to watch recordings of any sessions you missed – and we’ll see you in September! Thank you again!
We created the "NEASC Forum" and our ongoing webinar series as a space to connect educators around the world through peer discourse and discussion of current, relevant topics.
Thank you for joining the webinars, contributing your questions, and sharing your thoughts with us. We are tracking questions and topic suggestions from attendees and will continue to develop future sessions based on your interests.
These NEASC webinars have truly been a support for me... seeing and hearing about what has worked in other schools has allowed me to implement some more effective practices — and seeing that we were all struggling with the same issues gave me a better peace of mind and helped me to avoid holding myself to unrealistic expectations which significantly has reduced my stress level!!!
- Jennifer, USA
...the NEASC Global Forum was a tremendous opportunity to talk about how, as a learning community, we are striving to ensure that every individual belongs, is valued, and has a stake in the life and purpose of the school... the most valuable part of this experience was hearing directly from the student panelists... putting student perspectives at the heart of DEI conversations makes clear the why, how, and what that’s required of our collective efforts to promote belonging.
- St. Luke's School News | Click to read article | View webinar recording
#NEASCforum webinars are recorded and made available for viewing on-demand after the original broadcast. Please browse the archives of past sessions here or view all available videos on the #NEASCforum YouTube playlist
Click a topic below to access recordings and related resources.
What's new in college admissions? (10 May 2022)
This webinar featured a panel of admissions professionals from a variety of public and private higher education institutions who discussed current trends in college admissions, how schools can best prepare students for today's higher education environment, and answered questions about college preparatory curriculum, testing, equity, and more.
Erin Earle, EdD, Director, Campus Visit Experience, The University of Rhode Island and Past-President, New England Association for College Admission Counseling (NEACAC)
Tessa Greenhalgh, Admission Counselor (for New England), Bard College, New York
Aastha Kapoor, Regional Manager - South Asia, Undergraduate and Graduate Admissions, University of Massachusetts Lowell
Mackenzie Murphy, Enrollment Specialist, Nashua Community College, New Hampshire
- Understanding Holistic Review in Higher Education Admissions (2018; A. Coleman, J. Lewis Keith)
- High School Classes Colleges Look For (Big Future)
Mastery Transcript Consortium
- Recommend Framework for Equity in College Admission and Financial Aid (January 2022)
- Report: Toward a More Equitable Future for Postsecondary Access (2022)
List of Accredited, 4-Year Colleges & Universities with ACT/SAT (April 2022, fairtest.com)
5 keys to creating true equity in college admissions and financial aid (January 2022; M. Zalaznick; universitybusiness.com)
12 College Admissions Trends to Watch (S. Shaffer, Collegiate Parent)
For college admissions, let’s value grit over GPAs (November 2018; M. Daniels; washingtonpost.com)
How Colleges Today Are Supporting Student Mental Health (January 2019; A. Eva; greatergood.berkeley.edu)
How important is it to take AP classes for college admissions? (October 2021; A. Slater Tate; www.today.com)
Much Ado About Mastery-Based Transcripts: What Schools Need to Know and What They Can Do (August 2017; S. Abbott; greatschoolspartnership.com)
Student Agency in Action (12 April 2022)
This webinar was designed and led by nine students from a variety of NEASC-accredited schools. The discussion focused on what successful student agency looks like in a classroom or school, and how it leads to genuine school improvement. Challenges, obstacles, and how to ensure equitable opportunities for involvement when implementing student agency were also addressed.
Students representing the following schools led the discussion:
International School of Helsinki, Finland (independent, international, coed)
Miss Porter’s School, Farmington, Connecticut, USA (private, boarding, all girls)
Old Colony Regional Vocational Technical High School, Rochester, Massachusetts, USA (public, technical, coed)
Nipmuc Regional High School, Upton, Massachusetts, USA (public, coed)
Saint Raphael Academy, Pawtucket, Rhode Island, USA (private, Catholic, coed)
Why Teach? (8 March 2022)
Through a discussion with educators representing a spectrum of experience and a variety of school types, this webinar aims to create a portrait of the teaching profession from the inside out: why teachers teach, why they stick with it even in the toughest of times, and how we can support them through it.
Dominique Blue, Learning Support Teacher, International School of Beijing, Beijing, China
Jessica DellAquila, American Government Teacher, Jeremiah E. Burke High School, Boston, MA USA
Jossette Francheska Cuello Tavarez, Assistant Principal, Puntacana International School, Punta Cana, Dominican Republic
Lisa Leaheey, English teacher, North Providence High School, North Providence, RI USA
Andy Lindblad, Science Teacher, Cotting School, Lexington, MA USA
Special Guest: Todd Shy, Head of Upper Division at Avenues: The World School and author of the new book, Teaching Life: Life Lessons for Aspiring (and Inspiring) Teachers.
Leadership through continued uncertainty (1 February 2022)
What lessons are we learning about school leadership while navigating the unpredictable and evolving landscape of education?
We posed this question and others to administrators from NEASC Accredited schools who shared valuable tools and skills they've developed for dealing with staff shortages, navigating fluctuating COVID guidelines, supporting staff and students, and finding the personal reserve to maintain purpose and persevere.
Gary B. Franklin, Principal
Northwestern Regional High School, Regional School District No. 7 - Winsted, Connecticut, USA
Ahmed Geddy, Academic Director
Next Generation School, Dubai
Erin Mayo, Head of School
Fryeburg Academy - Fryeburg, Maine, USA
Mary Anne Moran, Principal
Nipmuc Regional High School, Upton, Massachusetts, USA
Caitlin Murphy, Headmaster
The English High School, Boston, Massachusetts, USA
Dan Richard, Head of School
Saint Raphael Academy, Pawtucket, Rhode Island, USA
Melani Horcajuelo Torres, Director
Madrid Active School, Spain
Bold Moves for Schools: How We Create Remarkable Learning Environments (Heidi Hayes Jacobs, Marie Hubley Alcock; 2017)
Leadership Lessons Learned from COVID (Brooke Douglas; TELjournal.ca, November 2020)
4 Crucial Lessons for School Leaders Facing a Difficult Year (Maria Akinyele; Edutopia, August 2021)
Why Traditional Leadership Strategies Don’t Work (Robyn R. Jackson; ASCD, June 2021)
Strong school leaders will be essential in next phase of pandemic (Chris Minnich; EdSource, January 2022)
So What About Leadership Wellness? Healthy organizations require healthy leaders (Brian Andjelic, CASS; EdCan Network, 2019)
The power of empathy in times of crisis and beyond (Tara Van Bommel, PhD; Catalyst, 2021)
Mindset: The New Psychology of Success (Carol S. Dweck; Random House, 2006)
Developing a Growth Mindset with Professor Carol Dweck (Video; Stanford+Connects micro lecture)
Developing a Growth Mindset in Teachers and Staff (Keith Heggart; Edutopia, February 2015)
The four key ways we’re supporting staff wellbeing (Laura Fordham; gov.uk teaching blog, November 2021)
Supporting staff wellbeing (Mentally Healthy Schools/Anna Freud Centre for Children and Families)
Transforming Teaching: Global Responses to Teaching Under the Covid-19 Pandemic (Lucy Cooker, Tony Cotton, Helen Toft; Routledge, 2021)
Addressing students’ pandemic ‘learning loss’ (Dr. Toby A. Travis, TrustEd; eSchool News; December 2021)
Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students (Zaretta L. Hammond; Corwin, 2014)
Redesigning curriculum through a diversity, equity, and inclusion lens (16 November 2021)
In schools throughout the nation and the world, what stories are being told, what perspectives are represented, and what voices are included are being reconsidered. It is a period full of new learning and deep debate. As our schools seek to best support all students in their communities, many are engaged in the ongoing and critical work of auditing and revising their curricula to ensure they are both diverse and inclusive. This webinar is a panel discussion with administrators and teachers from NEASC Accredited schools who are rethinking their curriculum through this diversity, equity, and inclusion lens.
Dean of Multicultural Education; Faculty Advisor, Black Latinx Association
Governor’s Academy, MA, USA
Head of Physical & Health Education
Diversity, Equity & Inclusion Lead at ACS International Schools
ACS Egham International School, UK
Social Studies Teacher
Jeremiah E. Burke High School, MA, USA
Julie Anne Levin
Director of Curriculum/Grants; Diversity Coordinator
Easthampton Public Schools, MA, USA
Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy (2019, Dr. Gholdy E. Muhammad)
"Mirrors, Windows and Sliding Glass Doors" (video)
Rudine Sims Bishop uses "Mirrors, Windows and Sliding Glass Doors" as an analogy to discuss the importance of diversity in books and the authors who write them.
How to Be an Antiracist / Brave Books, Critical Conversations, Expanded Hearts (Padlet)
Inspired by Dr. Ibram X. Kendi's book
Created by Laura Benson, Director of Curriculum and Professional Development, International Schools Services
Coalition of Schools Educating Boys
The mission of the Coalition of Schools Educating Boys of Color (COSEBOC) is to connect, inspire, support, and strengthen school leaders dedicated to the social, emotional, and academic development of boys and young men of color.
Black Appetite. White Food: Issues of Race, Voice, and Justice Within and Beyond the Classroom (2019, Jamila Lyiscott)
MAEC Equity Audit - offers districts, schools, and teachers a way to develop a more concrete understanding of what it means to practice equity, and reflect on whether current school policies, procedures and practices are equitable
Diversity Talks shifts mindsets - framework and assessment that evaluates the cultural competence of educators using four dimensions: power, empathy, relationships, and mindset (PERM)
The UDL Guidelines (from CAST.org) - a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn
Creating a Culture of Dignity (19 October 2021)
Presented by Rosalind Wiseman, best-selling author, educator, and founder of Cultures of Dignity
As young people navigate a constantly changing educational environment, we know a few things are certain, supportive relationships and social skills are critical to their emotional well-being and academic engagement. But these skills are not “soft skills;” they are essential for young people to manage their emotions, self-advocate, develop resilience and become responsible, positive members of families and communities.
But teaching social skills that young people take seriously is often challenging. Programs can easily come across as superficial or unrelatable. This webinar addressed this challenge by defining a principle based approach where a culture of dignity, as opposed to a culture of respect, is the key to any effective SEL program. Concrete SEL strategies were reviewed so that educators engage with young people as resources in creating a healthy learning environment.
Supporting and empowering students through SEL (5 October 2021)
Supporting and empowering students through SEL: A conversation with students and school leaders
In this session, the second webinar in our series on Social and Emotional Learning, we heard directly from student panelists about what is on their minds as they return to school and what they need from their teachers, leaders, and community to feel supported and be successful. School leaders shared concrete SEL approaches they have implemented, lessons learned, and strategies to recommend and avoid.
Students and educators from the following schools were represented:
American school of Guatemala - Guatemala City, Guatemala
Griswold High School - Griswold, Connecticut, USA
John F. Kennedy High School, Waterbury, Connecticut, USA
St. Luke's School - New Canaan, Connecticut, USA
RULER - https://www.ycei.org/ruler/
Although I began working on this program with a team of educators a year before any of us had ever heard the words "Covid" or "pandemic," both words kept us going:
Calm app - https://www.calm.com/
NAFSA: Compounding Stress: The Pandemic’s Effects on Mental Health (of students) - https://www.nafsa.org/ie-magazine/2021/4/6/compounding-stress-pandemics-effects-mental-health
Isolated Students May Struggle to Stay Mentally Healthy
Teachers can build strong relationships with and between students to help them get through this very challenging time. - https://www.edutopia.org/article/isolated-students-may-struggle-stay-mentally-healthy
How Young People’s Social Anxiety Has Worsened in the Pandemic - https://www.nytimes.com/2021/09/27/us/social-anxiety-pandemic.html
How teens adapted and changed during the pandemic - https://www.pbs.org/newshour/nation/how-teens-adapted-and-changed-during-the-pandemic
12 things we know and don’t know about pandemic’s impact on students - https://districtadministration.com/things-we-know-dont-know-about-pandemic-impact-students-learning-loss/
APA: 8 ways teachers can continue supporting students during the COVID-19 era - https://www.apa.org/topics/covid-19/teachers-supporting-students
Perspective | During COVID-19, teachers can support students using Maslow’s hierarchy of needs - https://www.ednc.org/perspective-during-covid-19-teachers-can-support-students-using-maslows-hierarchy-of-needs/
Messages from Teachers to Students During the Pandemic - https://www.weareteachers.com/messages-to-students-during-covid-19/
How Teachers Can Buffer Student Stress From COVID-19: Ordinary Magic - https://www.edweek.org/education/opinion-how-teachers-can-buffer-student-stress-from-covid-19-ordinary-magic/2020/08
Teachers reflect on a year of Covid: students struggling, others thriving - https://edsource.org/2021/teachers-reflect-on-a-year-of-covid-students-struggling-others-thriving/649705
Teachers on Covid: lessons learned and advice to pass along - https://edsource.org/2021/teachers-on-covid-lessons-learned-and-advice-to-pass-along/652202
Students Need Emotional Support When Returning to School in Person. Here’s How
Six ways schools can prioritize students’ emotional well-being - https://www.edweek.org/leadership/opinion-students-need-emotional-support-when-returning-to-school-in-person-heres-how/2021/0
How Mindfulness During Class Can Help Students and Teachers - https://www.kqed.org/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers
Four ways to help students and teachers in the new academic year:
Social-emotional learning can help students heal from the turmoil of 2020 - https://www.apa.org/topics/covid-19/help-students-teachers
The impact of COVID-19 on the mental health of adolescents and youth - https://www.unicef.org/lac/en/impact-covid-19-mental-health-adolescents-and-youth
Ways to support your child’s mental health this school year - https://www.childrens.com/health-wellness/back-to-school-anxiety-during-covid-19
Taking care of teachers: SEL starts with adults (21 September 2021)
We have never asked more of educators than we have over the past 18 months, including requesting a deeper emphasis on social and emotional support for students. Of course, to best support students, it makes sense to first focus on supporting educators and helping them build their own social and emotional understanding and capacity.
Join us as we talk with educational leaders and teachers from around the world about steps they have taken to support and build SEL capacity among the adults in their schools.
Jim Grout, Executive Director, High 5 Adventure Learning Center - Brattleboro, Vermont, USA
Reginald Roberts, Principal, Norwalk High School - Norwalk, Connecticut, USA
Paul Smith, Superintendent, East Hampton Public Schools, Connecticut, USA
Chanel Worsteling, Child Protection and Wellbeing Programme Manager
Association of International Schools in Africa (AISA) - Brisbane, Australia
Deanna Zilske, Principal, Keene Middle School - Keene, New Hampshire, USA
Pro QOL - Professional Quality of Life; Elements, Theory and Measurement
Stress Management for Educators - Greater Good in Education: Science-based practices for kinder, happier schools
How to Support Teachers’ Emotional Needs Right Now (Christina Cipriano and Marc Brakett, Greater Good Magazine, April 30, 2020)
CASEL - www.casel.org
COVID 19 and Remote Learning: SEL and responding to the COVID-19 pandemic
Integration of SEL and Academic Instruction (CASEL Guide to Schoolwide SEL)
Headspace App (free for educators in certain areas) - www.headspace.com
Mindfulness practices and other strategies for managing COVID-related stress - www.mindful.org
National Excellence in School Leadership Institute (NESLI) - offers responsive and high-quality professional learning programs that focus on school leadership
Integrating SEL & Tech Into This New School Year (Larry Ferlazzo, EdWeek, September 11, 2021)
We Know Students Are Struggling With Their Mental Health. Here's How You Can Help (R. Chatterjee, NPR, September 17, 2021)
How to Bring Listening Circles to Your Class (Shane Safir, Edutopia, November 26, 2014)
The Second Mountain: The Quest for a Moral Life (David Brooks, Penguin Random House, May 2020)
When the pandemic claims the life of a teacher, students will need support in dealing with their grief. Here's what educators can do.
(Cara Nissman, districtadministration.com, October 16, 2020)
When Netflix Isn't Enough: Fostering True Recovery for Educators (Allison Rodman, Alissa Farias, Shannon Szymczak; www.ascd.org; December 1, 2020)
Dealing with Stress: Ideas for Teacher Rejuvenation (originsonline.org; November 11, 2011)
Teaching and Learning for Intercultural Understanding (Debra Rader; April 20, 2018, Routledge) | Debra Rader Blog
Self-Care in the Time of Coronavirus: For parents, prioritizing your own well-being benefits your whole family (R. Jacobsen, childmind.org)
Creative Caring for Teachers: How a whole-school well-being approach can support everyone’s mental health (Sue Roffey, EdCan Network, July 5, 2019)
The Success of Social-Emotional Learning Hinges on Teachers (Madeline Will; EdWeek; April 07, 2020)
Releasing stress through the power of music (University of Reno, Counseling Services)
What Is Positive Education, and How Can We Apply It? - positivepsychology.com
8 Mindfulness Exercises For Dealing with COVID-19 - mindfulnessexercises.com
Students Learn From People They Love (David Brooks, The New York Times, January 2019)
Lessons in school leadership: What the pandemic has taught us (8 June 2021)
A panel of educational leaders from public, independent, and international K-12 schools joined us to discuss what we have learned about school leadership during the pandemic and what approaches would be valuable to continue as more and more schools worldwide return to in-person instruction.
Amy Cetner, Principal, Bourne High School, Massachusetts, US
Anne Gardon, Head of Primary School, Chinese International School, Hong Kong, China
Robert McCarthy, Principal, Central Falls High School, Rhode Island, US
Steve Wilkins, Head of School, Carroll School, Massachusetts, US
Katherine G. Windsor, EdD, Head of School, Miss Porter's School, Connecticut, US
Student Voices: Reflections and takeaways from the past year (18 May 2021)
A group of high school students shared what they have learned from their experiences in school during the pandemic, what they hope teachers and parents have learned, what changes happened in their schools they hope will continue, and what they will take with them into the future.
Students from the following NEASC Accredited high schools participated in the webinar:
- American International School, Dubai, United Arab Emirates
- Falmouth High School, Falmouth, Maine, USA
- Madison Park Technical Vocational High School, Roxbury, Massachusetts, USA
- St. Luke's School, New Canaan, Connecticut, USA
- St. Bernard's, Fitchburg, Massachusetts, USA
9 BIG Questions Schools Must Ask to Avoid Going Back to Normal (4 May 2021)
As we begin to see a small light at the end of the pandemic tunnel, the pull to going "back to normal" will become stronger and stronger. But let's remember that "normal" is what caused many of the challenges that we face today: social injustice, income inequality, climate change, rising populism, and information illiteracy. For educators especially, instead of going back, we need to go forward to create schools that are more relevant, more equitable, and more just for all children. To do so requires a deep interrogation of the fundamentals of our work. This webinar will challenge you to grapple with nine crucial questions on a personal level, and to confront a new narrative for educators in this moment of huge disruption and change.
Homa Tavangar and Will Richardson of The Big Questions Institute
Diversity, Equity, and Inclusion in Learning Communities (27 April 2021)
Schools around the world have been increasing their efforts to raise awareness around issues of diversity, equity, and inclusion in order to promote school cultures that reinforce these values. Join us as we talk to students and school leaders from a variety of schools about steps they have taken to make all students feel seen and heard.
Students and school leaders from the following schools participated in the webinar:
- St. Bernard's High School, Fitchburg, Massachusetts, USA
- St. Luke's School, New Canaan, Connecticut, USA
- Sutton High School, Sutton, Massachusetts, USA
- Sutton HS Connections Team
- Article: Sutton High conference aims to bend arc toward justice (www.telegram.com, March 2019)
- International School of Helsinki, Helsinki, Finland
View list of Resources for Equitable and Inclusive Education
www.nemnet.com - Nemnet, est. in 1994, is a resource organization committed to assisting schools and organizations in the recruitment and retention of diverse teachers, administrators and coaches.
Media Education Foundation (MEF) produces and distributes documentary films and other educational resources to inspire critical thinking about the social, political, and cultural impact of American mass media on race, gender, the media, politics, and more.
Reflecting on Anti-bias Education in Action: The Early Years (A Film by Debbie LeeKeenan, John Nimmo, Filiz Efe McKinney)
Article: Schools Should Be Talking To Students About Black Lives Matter, Police Violence, and Racism. The Problem? Teachers Have Not Been Prepared to Meet This Moment [medium.com, April 2021; Shayla R. Griffin, PhD, MSW]
Safe Schools Program for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) Students is a joint initiative between the Massachusetts Department of Elementary and Secondary Education (ESE) and the Massachusetts Commission on LGBTQ Youth.
Essential Assessment (23 March 2021)
This webinar explores the ways teachers at the Francis Wayland Parker Charter Essential School and Theodore R. Sizer Teachers' Center in Devens, Massachusetts, USA, design, fine-tune, and instruct toward assessment competencies. You will hear from students, teachers, and the director of the Sizer Teachers’ Center about creating engaging assessments for students. Students at the Parker School, from grades 7-12, demonstrate their deepest learning across all disciplines through assessment projects designed by their teachers, creating opportunities for rigorous engagement and student choice. Students are assessed for mastery of a lean set of school-wide competencies.
Colleen L. Meaney, Director, Sizer Teacher Center
Diane Kruse, Math, Science, and Technology Domain Leader
plus students representing the Parker School
The Parker School and Sizer Teachers Center were born into a progressive community of schools, the Coalition of Essential Schools, and were set in motion by Theodore R. Sizer, former Dean of the Harvard Graduate School of Education.
Student Portfolios as an Assessment Tool (educationworld.com)
How to Design Assessments That Promote The Learning Process (elearningindustry.com)
Great Schools Partnership:
Student Engagement in Assessments: What Students and Teachers Find Engaging (edpolicy.stanford.edu)
High-quality collaboration benefits teachers and students (learningforward.org)
- How Classroom Assessments Improve Learning
- Learning to Love Assessment
- Finding Time for Collaboration
6 Tips for Creating Powerful Assessments for Your Students (gettingsmart.com)
Student social-emotional health - perspectives, pathways, possibilities (2 March 2021)
Panelists from three distinct schools and the Yale Center for Emotional Intelligence (YCEI) shared their perspectives on the social-emotional health of students and building skills within a school community that will support and sustain positive emotional climates. A variety of paths forward to developing emotional intelligence and a healthier school environment were discussed.
Holly Brabson - School Adjustment Counselor
Manchester Essex Regional High School - Manchester-by-the Sea, MA, USA
Joe Elbertson, YCEI Trainer, Music Teacher
Kolbe Cathedral HS - Bridgeport, CT, USA
Nicole Elbertson, Director of Content and Communication
Yale Center for Emotional Intelligence (YCEI), New Haven, CT, USA
Jeff Levin, Life Coach
Worked with Bishop Guertin High School
Tricia Puglisi - Principal
Manchester Essex Regional High School - Manchester-by-the Sea, MA, USA
Jason Strniste, Principal
Bishop Guertin High School - Nashua, NH, USA
- COVID-19 Support for Teens and Young Adults (CDC)
- COVID-19 Library - School and Community Resources for Clinicians (pdf) (Mass General Global Health, Boston, MA)
- What is pandemic’s impact on students, teachers and parents? (Texas A&M Research)
- Six Online Activities to Help Students Cope With COVID-19 (Greater Good Magazine - Lea Waters, August 2020)
- Social media use linked with depression, secondary trauma during COVID-19 (Penn State News, March 2021)
- Isolated Students May Struggle to Stay Mentally Healthy (Edutopia - Carolyn Curtis, October 2020)
- The Rise of Teacher Stress (The Graide Network, April 2020)
- Emotional Intelligence: What Teachers Can Do (Edutopia, February 2001)
- Teaching Emotional Intelligence to Teens and Students (positivepsychology.com, January 2020)
RULER - an evidence-based approach to social and emotional learning (SEL) developed at YCEI
- What is RULER?
- Mood Meter Check-in and RULER Skills (pdf)
- RULER Program Positively Impacts Student Behavior and Achievement (Education World)
- The Colors of Our Emotions / Mood Meter (Marc Brackett, Jan 2020)
Free Course - Managing Emotions in Times of Uncertainty & Stress (offered by Yale)
The Conflict Blueprint (Sesa Woruban Integrated Counselling Services, Inc.)
Reflections on Virtual Accreditation Visits (9 February 2021)
NEASC successfully conducted 91 virtual accreditation visits in the fall of 2020. This webinar centers on a conversation about preparing for and participating in a virtual school visit as part of the NEASC Accreditation cycle. To share insights from both sides of the process, schools that have hosted Visiting Teams and NEASC volunteers who have served on those Teams share their experiences, advice, and perspectives.
John Clements, Principal - Nipmuc High School, Upton, MA, USA
Shirley Jacobsen, Head of Primary School - Rygaards International School, Copenhagen/Hellerup, Denmark
Carl Johnson, Principal - Plainville High School, Plainville, CT, USA
Patti Marshall, Head of School - American School of Guatemala, Guatemala City, Guatemala
Christine Page, Principal - West Bridgewater High School, West Bridgewater, MA, USA
Mark Schulz, Deputy Director - Zurich International School, Wädenswil, Switzerland
Artis Street, Transformational Coach & Technology Coordinator - Jeremiah Burke High School, Boston, MA, USA
A Model for High Quality, Equitable Distance Learning (17 November 2020)
Presented in collaboration with the Center for Public Research and Leadership, Columbia University
The Connecticut State Department of Education, the Columbia University Center for Public Research and Leadership (CPRL), and the Connecticut Educational Partners collaborated to create guidance for schools and district for the development of high quality distance learning to respond to the COVID pandemic. This webinar will feature representatives from Columbia to explain the model and the methods used to create it. They will also share the resources developed to support the model. The forum will also feature several school superintendents from Connecticut who are using the model in the districts. They will discuss the successes and the challenges they have faced during the implementation of the recommendations.
Elizabeth Chu, Executive Director, Center for Public Research and Leadership, Columbia
Michael Arrington, Evolutionary Learning Associate, Center for Public Research and Leadership, Columbia
Kathleen C. Greider, Superintendent of Schools, Farmington Public Schools, CT
Christine Carver, Superintendent of Schools, Bethel Public Schools, CT
Election 2020: Building school community through conversation (20 October 2020)
Featuring the students of Walnut Hill School for the Arts in Natick, Massachusetts
As did many US schools, Walnut Hill School for the Arts found themselves unprepared for life after the presidential election in 2016. Determined to build awareness of issues in advance of the election this November, they initiated a holistic approach to strengthening their school community by encouraging non-partisan conversation around 2020 election topics.
In this webinar presentation (designed by the students themselves), a panel of Walnut Hill students and their advisor shared tools they have learned to engage community-wide dialogues across differences. We hope attendees will feel empowered to do the same within their own schools — whether in the US or other countries — and continue similar reflections on issues and questions that will live long after the 2020 Election.
WHE the People! (Walnut Hill Election)
Teach and Learn with the 2020 Election
Distinguishing Between Debate and Dialogue
Three-day mock election simulation lesson
Hold a Mock Presidential Election
Teach and Learn With the 2020 Election
Three Activities for Understanding the Electoral College
Seven engaging civics lesson plans
10 Activities That Teach the Presidential Election Process
Young People Make Their Voices Heard Election 2020
Updates from On & Off the Hill
Lesson Plan: 2020 Presidential Debate Viewing Guides
College admissions: A look inside and a look ahead (6 October 2020)
Presented in partnership with the New England Association for College Admission Counseling (NEACAC)
With the help of NEACAC, we gathered a panel of admissions professionals from a diverse selection of New England colleges, plus a college counselor from a high school, to discuss the impacts that COVID-19 has had on the college selection process and evaluation of applicants: the minor, major, temporary, and potentially permanent outcomes.
Brennan Barnard, Director of College Counseling and Outreach - The Derryfield School, Manchester, New Hampshire, USA
Christina Berardi, Senior Associate Dean of Admissions - Salve Regina University, Newport, Rhode Island, USA
Anthony Berry, Director of Admissions and Special Assistant to the Vice President for Strategic Initiatives - Trinity College, Hartford, Connecticut, USA
Jayson Hodge, Associate Director Special Programs, First-Year Admissions - University of Connecticut, Storrs, Connecticut, USA
Amy Lee, Assistant Dean of Enrollment, Director of Admissions - Southern Maine Community College, Portland, Maine, USA
- According to Fairtest.org, two-thirds of all US colleges and universities are test-optional or test-blind for fall 2021 applicants - meaning that they don’t require the SAT or ACT. (updated Oct 2020)
- Test Optional? Should I Still Take the SAT? Still Take the ACT? (getschooled.com, October 3, 2020)
- List of All Test Optional Colleges that changed their admission policies due to COVID-19 (Insight Education, September 23, 2020)
- List of US Colleges that are SAT/ACT-optional for international students
Affordability and Access
- The Institute for College Access & Success: Project on Student Debt
- American Talent Initiative
- Great Value Colleges: Is Attending a Community College a Good Option?
- How to Study in the United States: Find out how you can visit the United States as a student, where to learn English, and how the US educational system works (USA.gov)
- Ask the College Guy: Will students deferring their college this fall make it more difficult for the next class of 2021 to get in? (Brennan Barnard, Concord Monitor, 9/15/2020)
- What to Know About Deferred College Admission (usnews.com, May 15, 2020)
- Ethical College Admissions: Coronavirus and College Admission Change (insidehighered.com, September 14, 2020)
- Why Now in College Admission (Brennan Barnard, forbes.com, August 26, 2020)
- How COVID-19 Is Upending Extracurriculars (usnews.com, August 21, 2020)
- Applying to college during the pandemic? College admission deans offer 5 tips (usnews.com, June 29, 2020)
- What More Than 300 College Admissions Deans Are Looking For During The Pandemic (npr.org, June 29, 2020)
Virtual College Fairs
The realities of reopening: Addressing the needs of our most vulnerable students (22 Sept 2020)
This pandemic has been a challenge for all students, but particularly for those in vulnerable circumstances. We asked leaders from independent and public schools to talk about how they are addressing the needs of their most vulnerable students, including what structures and processes they have put place to assess and meet their needs, and what has worked well and why.
Almi Guajardo Abeyta
Superintendent, Chelsea Public Schools - Chelsea, MA, USA
Principal, Eli Whitney Technical High School - Hamden, CT, USA
Daniel J. Ferris
Superintendent of Catholic Schools, Diocese of Providence - Providence, RI, USA
Angela C. Pohlen
Executive Director, Catholic Academy of Bridgeport - Bridgeport, CT, USA
Associate Head of School, Woodstock Academy - Woodstock, CT, USA
The realities of reopening: International schools (8 Sept 2020)
Teachers and students from the Western Academy of Beijing and Zurich International School - both schools that are back in session with in-person classes - discussed the realities of implementing COVID-19 strategies for classroom and hybrid education: what's working, what didn't work as planned, and how they have handled unexpected changes.
Teaching Social-Emotional Skills Amid COVID-19 (EdWeek, 2 September 2020)
How to Support Teachers’ Emotional Needs Right Now (Greater Good Magazine, 30 April 2020)
Reunite, Renew, and Thrive: Social and Emotional Learning (SEL) Roadmap for Reopening School (casel.org, July 2020)
Planning for a successful start: Part 2 - High school (25 August 2020)
Planning for a successful start: Preparing for back-to-school during COVID-19
Part 2 - Secondary school focus
Whether you are going back to your classroom in-person and/or virtually, our guest panelists hope to share some practical tips and tools — teacher to teacher — to help you prepare for back-to-school in the midst of the evolving pandemic. High school teachers from public, independent, and international secondary schools have been invited to share their ideas and perspectives.
Anny Candelario Escobar
Instructor, Mathematics; Dean, West Quad S. Cluster
Phillips Academy - Andover, Massachusetts, USA [grades 9-12; private boarding/day, coed]
view the school opening plan
Jennifer C. Field MAT, MFS
Science Department Chair
Nipmuc Regional High School - Upton, Massachusetts, USA [grades 9-12, public]
view Nipmuc Principals' blog/reopening updates
Teacher, English Language Arts and English as a Second Language
The English High School - Jamaica Plain, Massachusetts, USA [grades 9-12, public]
view the EHS student/family site for school closure resources
Teacher, Upper School Science and PLC Coordinator
The International School of Belgrade - Belgrade, Serbia [grades PS-12, international]
view the ISB COVID information page
Stonehill International School - Bangalore, India [grades PS-12, international]
Davis Smith MD
Director of Health Services/Medical Director
Westminster School - Simsbury, Connecticut, USA [grades 9-12; private boarding/day, coed]
Planning for a successful start: Part 1 - Elementary and middle school (11 August 2020)
Planning for a successful start: Preparing for back-to-school during COVID-19
Part 1 - Elementary and middle school focus
For this webinar, we invited teachers from public, independent, and international Pre-K–8 schools to share some practical tools and tips they are implementing to get their classrooms — virtual, in-person, and/or hybrid — ready for what looks to be a very unpredictable school year.
This session is focused on working younger students. Part 2, to be held on August 25th, will focus on high school teachers.
David Barton - Teacher, Grade 5
Falmouth Elementary School - Falmouth, Maine, USA [public school, K–5]
Fall 2020 Reopening Plan - Falmouth Public Schools, Maine
Abbie Calvert - Teacher, Pre-kindergarten
The Friendship School - Waterford, Connecticut, USA [public magnet school, PK–Kindergarten]
The Friendship School COVID-19 updates / LEARN
Jolene Cummings - ELA Teacher, Grades 6–8
Next Generation School - Dubai, United Arab Emirates [international, K–12]
Protocols for the Reopening of Private Schools in Dubai (pdf)
MBRU online course/"community immunity" ambassador program for COVID-19 (best for middle schoolers)
Heidi Freeman - Teacher, Grade 2
American School of The Hague – Wassenaar, The Netherlands [international, PS–12]
American School of the Hague Learning Roadmap (Fall 2020)
Lori Özmay - Teacher/Coordinator, Grade 3
Bilkent Laboratory & International School (BLIS) - Ankara, Turkey [international school, PK–12]
BLIS Pandemic Response | BLIS Elementary School Reopening Plan
Kristin Roberto - Teacher, Grade 5
Mercymount Country Day School - Cumberland, Rhode Island, USA [private, Catholic, PK–8]
Mercymount Reopening Plan (Draft 17 July 2020)
Webinar poll results
- Teacher Poll 1: Which model is your school reopening with? Today's webinar participants answered: 30% in-person; 19% fully remote; 51% hybrid
- Teacher Poll 2: The remote learning platforms most used by our webinar attendees today are Google Classroom/G-Suite, Zoom, Seesaw, Kahoot, and FlipGrid
- Teacher Poll 3: How are you feeling about going back to your classroom in-person (full time or hybrid)?
- 48% of webinar participants "Have concerns, but think the benefits are worth the risks"
- 29% are "Excited to go back"
- 14% selected "Unable to go back to the classroom, but wish I could"
- 9% selected "Unwilling to go back; do not think the risks are worth it"
Teaching English Online (free online course, Cambridge University)
theminglemask.com (clear face masks)
Some COVID-19 questions to ask your class (provided by Jolene at NGS):
- In what ways do we need to think differently about health and well-being as we address challenges such as the global pandemic?
- How might a global pandemic present opportunities and possibilities to create a better society for all?
Some specific tips shared:
- Have each student bring in the device(s) they will use for remote learning (if they can) in the first week of school so that teachers can help learn to navigate online work from the actual device they will be using at home.
- Use yoga mats for lunch outside, small group spacing in the classroom, etc. (a clear and fun way to create appropriate physical distancing).
Q&A with the panelists:
Q: Have any of you had the students do a “training” day at your school and sign off for taking part in the solution.
Q: Any circle time seating ideas for early years?
A: Each student will bring a beach towel for floor sitting. Also, drawing circles for each student, on rug, with chalk.
Q: Are any of you doing live streaming of your lessons when you are teaching to multiple spaces for smaller cohorts? If so, what tech are you using?
A: No. stay in same seat for the day. teachers move. if they move, it will be strictly with social distancing in place and frequent cleaning; but we are using the library. (Jolene)
Q: Do one way traffic patterns infere with fire exit movement?
A: Probably follow similar movement to the fire.
Q: Can you talk about some of the "anxieties" that were mentioned?
A: The anxieties that I mentioned have to do with the ever present 'unknown'. I work well in routine and when I know what is happening. In my situation, we are still unclear how we will be moving forward 100%, this is causing my anxiety. Also, this situation is asking teachers, students, family and administration to all trust one another. This means that I am required to give up a lot of control that I would normally have, and trust other people, not only about physical health, but also about emotional health, limits and potential for burnout etc. I am also worried as a parent for my own children, of course I trust my colleagues but again, there are two more trust circles (I have two children) that I must give up control to, and trust. These are some of the anxieties just around school, of course I am also worried about my older parents and inlaws etc etc. (Lori)
Q: Any ideas for managing a safe recess time?
A: We are only allowing two grade levels out together at break time and have divided that playground up into areas and students will go to the area with their class and at least one of their teachers only. We are to encourage them to not touch one another, to keep their masks on, and to wash their hands before and after each break. (Lori)
Q: Request to throw some light on what norms should teachers follow - in classrooms, labs, library , dinning hall, hallways.
A: Teachers will be social distancing as per governent requirements. Likely we wont have much down time as there will be a lot more hyper-vigilant supervision needed. As we're blended, non-contact time will logging in and checking in on students who are working at home. We will have to force ourselves to take a break.
An in-depth look at school reopening (28 July 2020)
An in-depth look at school reopening: One district’s story of grappling with guidelines, planning, and the uncertainty of the fall
As public health officials and departments of education continue to debate whether or not in-person classes should commence this fall, districts must forge ahead with preparations for reopening schools that accommodate a multitude of scenarios and restrictions. Every school’s story is unique – but in the hopes of taking a deeper dive into what school's are experiencing, we invited the superintendent and members from the School Administrative Unit #39 based in Amherst, New Hampshire, USA community who helped develop their reopening plan to share how they are implementing safety guidelines, communicating with constituents, and maintaining staff and student spirits in the midst of public pressure and constantly changing expectations.
Adam Steel (Superintendent, SAU #39), Stephen O'Keefe (school board member), Deanna Cordts (nurse), Katy Kennedy (teacher, grade 2), plus a parent and a student.
Cloth Face Coverings for Children During COVID-19 (healthychildren.org)
Maslow Before Bloom: Basic Human Needs Before Academics (Dr. Bryan Pearlman, May 2, 2020)
Restarting School Athletics and Activities (14 July 2020)
The directors of several athletic programs and associations in the US and abroad discuss the challenges facing schools and districts that are restarting or planning to restart school athletics and other activity programs.
Carol Dozibrin, Executive Director, New Hampshire Athletic Directors Association (NHADA)
Martin Halpin, Athletics and Activities Director, Western Academy of Beijing, China
Mike Lunney, Incoming Executive Director, Rhode Island Interscholastic League (RIIL)
Karissa Niehoff, Executive Director, National Federation of State High School Associations (NFHS)
Lamar Reddicks, Athletic Director, Milton Academy, Milton, Massachusetts, USA
David Utterback, Athletic Director, Brewer High School, Maine, USA
NFHS membership survey - "return-to-sports" plans (spreadsheet)
School Reentry Considerations (SHAPE America)
Health/PE/Coaching Resources for all grade levels, Massachusetts Association for Health, Physical Education, Recreation and Dance (MAHPERD)
Brewer athletic administrator proposes a switch in high school sports seasons (Bangor Daily News, 12 June 2020)
Alternative Options to Traditional Sport Seasons (David Utterback, Athletic Director, Brewer High School, Maine)
National State of the Game (David Utterback, Athletic Director, Brewer High School, Maine)
Sports Advisory Task Force that consolidates the traditional calendar for scholastic athletics (Bridgewater Courier News, 9 July 2020)
The Ivy League cancels football and all other sports for the fall semester (CNN, 8 July 2020)
COVID-19 Pandemic: Tips for Athletes, Coaches, Parents, and the Sport Community (Association for Applied Sport Psychology’s (AASP))
How to clean your gym (National Academy of Sports Medicine (NASM))
COVID-19 Return-to-Sport Considerations for Secondary School Athletic Trainers (National Athletic Trainers’ Association (NATA))
Reflections from the Pandemic (23 June 2020)
A panel of 12 teachers, administrators, and students from across the NEASC community joined us to reflect on highlights from the last few months (professional and personal), what has kept them inspired throughout the pandemic and school closures, and what lessons from this challenging time they will take with them into the future. We added the same questions we asked our webinar guests to the registration form and the positive responses we received allowed us to share an inspiring collection of thoughts and lessons-learned with all webinar attendees. We appreciate your participation!
Reopening schools in New England: A conversation with state representatives (16 June 2020)
We invited state representatives to join us for a conversation about the status and plans for reopening schools in New England. The process each state is using to determine reopening guidelines, what supports will be made available for schools, how states are dealing with budget shortfalls in the wake of rising costs to operate schools safely, and concerns expressed by constituents are a few of the issues covered.
CONNECTICUT - Desi Nesmith
Deputy Commissioner, Connecticut State Department of Education
CT Department of Education COVID-19 Resources
MAINE - Daniel A. Chuhta
Deputy Commissioner, Maine Department of Education
ME Department of Education COVID-19 Resources
Working Draft: Maine Schools Return to Classroom Instruction Framework
MASSACHUSETTS - Robert Baldwin
Superintendent, Fairhaven Public Schools
Incoming President, Massachusetts Association of School Superintendents
MA Department of Elementary and Secondary Education COVID-19 Information and Resources
NEW HAMPSHIRE - Frank Edelblut
Education Commissioner, New Hampshire Department of Education
NH Department of Education COVID-19 Resources
RHODE ISLAND - Kristen Danusis
Project Manager for the Re-entry Schools Taskforce, Rhode Island Department of Education
RIDE COVID-19 Updates and Resources
RIDE unified calendar for the 2020-21 school year (pdf)
VERMONT - Please note that, unfortunately, the Agency of Education in Vermont was not able to participate, but we hope you find the following resources useful:
COVID-19 Guidance for Vermont Schools
The new normal: Updates from a reopened school (9 June 2020)
Community members from the Frankfurt International School joined us for a follow-up conversation to the May 2nd Forum to share how things are going five weeks after reopening their campus. We checked in to see how they are adapting to new routines and restrictions, how the changes are affecting learning, and how they are feeling to be back at school.
Paul Fochtman, Head of School
Grace McCallum, Elementary School Principal
Yolanda Murphy-Barrena, Guest Principal, Wiesbaden Campus
Kathleen Ralf, Upper School, English & Humanities Teacher
John Switzer, Upper School Principal
Student panelists (grades 8 and 11)
Continuity of Learning: Planning Guide for Teachers (PDF) (Ministry of Learning, British Columbia)
Millions of kids around the world adjust to school in the coronavirus era (CBSnews.com, May 21, 2020)
Schools in Japan reopen with new rules to help stop spread of covid-19 (WashingtonPost.com)
What does a digital gym class look like? Physical education teachers wrestle with major changes (BurlingtonFreePress.com, March 27, 2020)
How schools around the world are reopening during the coronavirus pandemic (ABCnews.com, May 17, 2020)
COVID-19: Report Offers 'Blueprint' for Reopening Schools and Beyond (EdWeek.org, May 4, 2020)
Denver Public Schools likely to mix in-person classes with remote learning beginning in August (DenverPost.com, May, 2020)
Seattle schools consider partial or full remote learning in fall (King5.com, June 3, 2020)
Prioritise play when schools reopen, say mental health experts (TheGuardian.com, May 7, 2020)
5 ways we'll focus on pupil mental health on reopening (tes.com, May 9, 2020 - A primary teacher in The Netherlands explains how her school will make mental health a priority when it reopens next week)
Lessons learned from the return to school (CBC.com, May 26, 2020 - Western Quebec teacher Letha Henry shares what it’s like to be back in class during COVID-19)
Boarding schools: Ideas and innovations for reopening safely (02 June 2020)
We invited the heads of several boarding schools in the US and abroad to discuss the unique circumstances faced by their schools due to COVID-19 school closures and to share ideas and innovations under consideration in order to safely reopen their campuses.
Brad Bates, Head of School, The Dublin School, Dublin, NH, USA
Independent boarding and day school; Grades 9-12; 163 students | 72% residential
Kathy Giles, Rector, St. Paul's School, Concord, NH, USA
Coeducational, preparatory boarding school; Grades 9-12; 536 students | 100% residential
St. Paul's Response to COVID-19
John Kerney Chief Executive Officer / Executive Director, The Winchendon School, Winchendon, MA, USA
Coeducational, preparatory boarding and day school; 2 campuses, one in MA, one in NY; Grades 9-PG; 333 students | 64% residential (Winchendon campus)
Winchendon's reponse to COVID-19
Pelham Lindfield Roberts, Principal, UWC Changshu China
International boarding school; Grades 10-12; 577 students | 100% residential
Status: Re-opened on May 6th for Pre DP and DP1 students who can reach the campus in China; extended AY to 20th June
Marc Ott, Ed.D., Head of School, Leysin American School, Leysin, Switzerland
International boarding school; Grades 8-12 | 100% residential
Dr. Kate Windsor, Head of School, Miss Porter's School, Farmington, CT, USA
Private college preparatory school for girls; Grades 9-12; 331 students | 68% residential
Dr. Jennifer Zaccara, Head of School, Vermont Academy, Saxtons River, VT, USA
Coed college preparatory boarding and day school; Grades 9-12, plus a postgraduate year; 210 students | 76% residential
COVID-19 (coronavirus) Resources for Schools (NH Dept of Education)
COVID-SAFE CHARTER for boarding schools (Boarding School Association)
Coronavirus (COVID-19) Guidance for Schools (National Association of Independent Schools)
Making the Most of COVID-19 School Closures (Neuropsychology & Education Services for Children & Adolescents/NESCA)
COVID-19 Memo #18 Youth Camp Guidance (CT Office of Early Education)
Camp Operations Guide Summer 2020 (American Camp Association)
Return to Play: COVID-19 Risk Assessment Tool (Aspen Institute)
Guidance for Opening Up High School Athletics and Activities (National Federation of State High School Associations (NFHS)Sports Medicine Advisory Committee (SMAC))
How The COVID-19 Pandemic Will Change the Way We Live (discovermagazine.com)
A focus on students: Supporting special needs and well-being during school closures (26 May 2020)
Special educators, school counselors, and school support personnel will share the challenges and successes of providing remote support for distance learning and the social/emotional needs of students during school closures.
Dr. Hélène Dionne
Director of Counseling Services, Landmark School, Prides Crossing, MA, USA
Coeducational school for students diagnosed with dyslexia or another language-based learning disability (LBLD), private/day and residential, grades 2-12
Special Education Team Chair, Hopkinton High School, Hopkinton, MA, USA
public, grades 9-12
Counselor, Clinton Avenue School and Edgewood Magnet School, New Haven, CT, USA
magnet schools, grades K-8
Jason Roderick, MSW
Director of Counseling Services and Wellness Coordinator, Providence Country Day School, East Providence, RI, USA
private/day, grades 6-12
Upper Primary Principal, English Modern School, Doha, Qatar
international, grades KG1-6
Head of Upper School Student Services, Upper School Guidance Counsellor & DDSL, ACS International School Egham, London, England
international, grades 6-12
Teacher reflections from the frontlines (19 May 2020)
For this webinar, a diverse group of teachers from independent, public, and international schools joined us to reflect on the last several months of working remotely to support and maintain learning opportunities for their students during the global COVID-19 crisis. Panelists shared lessons learned, personal strategies for reaching struggling learners and delivering their content, how this experience has affected their current/future approach to teaching.
Susan Bralower, 8th Grade Science Teacher/Middle School Science Chair
St. Luke's School (private/day), New Canaan, Connecticut, USA | @StLukesSchool
Adam Chapa, Elementary Music and Band Teacher
Shanghai American School, Pudong Campus, Shanghai, China | @SASchina
Caitlin Harrison, Year 5 Classroom Teacher
Bishop Mackenzie International School, Lilongwe, Malawi | @BMISworld
Lisa Leaheey, High School English Teacher
North Providence High School (public), Rhode Island, USA | @LisaPas220
Kristina Lewis RN-BSN, Medical Occupations Instructor/Registered Nurse
Westbrook Regional Vocational Center (WRVC) Westbrook, Maine, USA) | #MaineCTE
Dr. Carl Reid, High School Science Lead Teacher
Jeremiah E. Burke High School (public), Boston, Masschusetts, USA | #jeremiahburkehighschool
Laura Thevenin, Prekinder A Teacher (4 year olds)
Puntacana International School, Punta Cana, Dominican Republic | @puntacanainternationalschool
Boomlearning (Boom Cards)
Reopening schools safely: Insights, successes, and lessons learned (12 May 2020)
A conversation with the heads from several international schools who have begun the process of reopening their schools for in-person classes.
Paul Fochtman, Head of School, Frankfurt International School, Oberursel, Germany
School status: Reopened May 4, 2020
Shirley Jacobsen, Head of Rygaards International Primary School, Copenhagen/Hellerup, Denmark [School status: Reopened April 15, 2020]
What is it like in Denmark's reopened schools? (tes.com, 23 April 2020)
Life in Danish primary schools 4 weeks after reopening (tes.com, 13 May 2020)
Kevin Skeoch, Head of School, Dwight School Seoul, Korea [School status: Reopening in mid-May]
Education during the days of COVID-19 (The Korea Herald, 19 May 2020)
Andrew Cross, Head of School, International School of Hamburg, Germany [School status: Reopened May 4, 2020]
Coronavirus: 8 ways to handle parent communications (Grainne Hallahan, tes.com, March 24, 2020)
5 actions boarding school leaders should consider when navigating COVID-19 (Margaret Sullivan, eab.com, March 13, 2020)
Coronavirus: 5 staff wellbeing tips for closed schools (Ben Keeling, tes.com, March 12, 2020)
Hong Kong-based principal Ben Keeling explains how to make sure that anxiety doesn’t spread during Coronavirus-related school closures
Onward: Cultivating Emotional Resilience in Educators (Elena Aguilar, 2018)
Happy Teachers Change the World: A Guide for Cultivating Mindfulness in Education (Thich Nhat Hanh, Katherine Weare; 2017)
Articles of interest:
How schools around the world are re-opening and maintaining social distancing at the same time (Sanjana Varghese, msn.com, April 27, 2020)
Denmark's return to school gives glimpse of what classrooms will look like post-lockdown (Susanne Gargiulo, cnn.com, April 17, 2020)
Reopening schools will be pricey and complicated, L.A. schools chief warns (Howard Blume, Los Angeles Times.com, May 11, 2020)
Preparing for the end of the school year: Academic closure and year-end celebrations (05 May 2020)
School administrators at independent, public, and international schools joined us in a round table discussion about wrapping up the school year and planning for end-of-year celebrations in a virtual world, and a few thoughts and concerns about the summer and months ahead.
A special 30-minute live Q&A answering questions submitted by attendees concluded the session.
Kai Bynum, Head of School, Hopkins School, New Haven, Connecticut USA
Charles "Charlie” Cahn, Head of School, Suffield Academy, Suffield, Connecticut USA
Andreas Koini, Director, Antwerp International School, Antwerp, Belgium
AIS’s Virtual Visual Arts Diploma Exhibition
Madeleine Maceda Heide, Superintendent, Asociación Escuelas Lincoln, La Lucila, Argentina
Anna Mahon, Principal, Amity High School, Amity, Connecticut USA
COVID-19 Resources and Reopening Plan
Kevin McCaskill, Executive Director, Madison Park Vocational Technical High School, Boston, Massachusetts USA
Alex Zequeira, Headmaster, St. John's High School, Shrewsbury, Massachusetts USA
Student Voices: Distance learning during COVID-19 (28 April 2020)
We invited a small group of students (grades 5-12) representing public schools in the US, independent schools, and international schools (Helsinki and Shaghai are represented) to tell us what's on their minds about the transition to distance learning during COVID-19 school closures. Hear how they have been coping, what they miss — and don't — about going to school, and what they'd like their teachers and parents to know about their recent experiences.
Holderness School (private), Holderness, New Hampshire, USA
Hopkinton Middle School (public), Hopkington, Massachusetts, USA
International School of Helsinki, Finland
Shanghai American School (international), China
Souhegan High School (public), Amherst, New Hampshire, USA
Assessment and grading during COVID-19 (21 April 2020)
In this webinar we will discuss effective assessment strategies for students in a digital environment as well as the implications for grading during COVID-19 school closures. We will be responding to questions posed by participants in our previous webinars such as: How do we know what students know and can do in a virtual environment? What are all the considerations in determining how student performance will be recorded and communicated during this time? What types of assessment practices will be most successful in a digital environment? What are some suggestions for alternative or non-traditional assessment pathways in the Covid19 era?
Abby Benedetto @AbbyBenedetto
Deeper Learning Coach, Envision Learning Partners
Stacy Caldwell @MastTranscript
Chief Executive Officer, Mastery Transcript Consortium
Dr. Julie Hackett @lexingtonsuper
Superintendent, Lexington Public Schools
Lexington Public Schools Remote Learning Webpage
Resources shared during the webinar include:
Grading Students During the Coronavirus Crisis: What's the Right Call? (Education Week, 04/01/2020)
The Promise and Practice of Next Generation Assessment (David T. Conley, Harvard Education Press, July 26, 2018)
Blended: Using Disruptive Innovation to Improve Schools (By Michael B. Horn and Heather Staker, October 15, 2014)
Performance Assessment: 4 Best Practices (Education Week, 02/05/2019)
Learning Refitted: A Pop-Up Guide for Schools and District Leaders/Assessment practices during emergency distance learning (Center for Collaborative Education):
College Admissions: Impact of the Coronavirus (14 April 2020)
This webinar was resented in partnership with the New England Association for College Admission Counseling (NEACAC)
As school closures resulting from the COVID-19 pandemic continue with no predictable end, the college admissions process is quickly adapting to the new virtual paradigm: expanded online recruiting, virtual campus tours and interviews, delays and cancellations in test reporting, virtual high school classes, and changes in grading and assessments are among the many challenges. Join us to hear from a panel of college admissions professionals who will share their perspectives on how schools can help their students navigate the college search and application process during this uncertain time.
Erik S. DeAngelis, Senior Associate Director
Office of College Admission, Brown University
Leykia Nulan, Dean of Admission
Mount Holyoke College
Michael C. Iorio, Assistant Vice President of Enrollment & Director of Admission
Saint Anselm College
Erin W. Earle, Ed.D. Director, Campus Visit Experience
The University of Rhode Island
Christina Doyle, Executive Director
New England Association for College Admission Counseling
Sustaining Virtual Learning (07 April 2020)
In this session, we heard from colleagues at international schools that were some of the first to make the transition to emergency distance learning in the wake of COVID-19 school closures. They will share their experiences, respond to questions gathered from participants in the March 31st Forum session, and provide insights from some of the lessons learned - and mistakes made - on the front lines of the pandemic. We will specifically discuss strategies for teaching younger children and children with special needs, as well as, supporting the social-emotional health of students and the school community.
Anne Gardon @AnneGardon
Head of Primary, Chinese International School, Hong Kong
- Primary Online Learning Guiding Statements
- Primary Online Learning Zoom Lessons & Meetings Schedule
- Primary Online Learning Plan Sample #1 (Reception)
- Primary Online Learning Plan Sample #2 (Year 3)
- Primary Online Learning Plan Sample #3 (Year 5)
- Primary Online Learning Guidelines For Synchronous Meets with Students
- Primary Online Direct Instruction By Year Level
Stephen Taylor @sjtylr
Director of Innovation in Learning and Teaching, MYP Coordinator and High School Science Teacher
Western Academy of Beijing
Stacy Stephens @curriculumstace
Director of Learning and Strategic Planning
International School of Beijing
Challenges and Successes in Implementing Online Learning (31 March 2020)
Scott Prescott, Director of Instruction, Virtual Learning Academy Charter School
Jason Cummings, Director of Student Programs, Global Online Academy
Six Key Design Elements of Successful Online Learning
We at NEASC believe that learning can happen anywhere and anytime and encourage you to embrace current circumstances as a chance to pilot some creative new learning opportunities — for both students and staff. We hope this webinar series will be a source of inspiration as you forge ahead, and we look forward to the ongoing conversations.
Cameron C. Staples, President/CEO, NEASC
We are sharing resources associated with NEASC Forum webinars or provided by our panelists and attendees for your reference and convenience only. NEASC does not control the referenced materials and is not responsible for their content, nor does NEASC’s inclusion of links to such materials imply any endorsement of the material or any association with their creators or operators. Please see the NEASC Website Terms and Conditions for more details.