Leading with Learning: COVID Series

C!E has always believed that learning, partnership and responsiveness were key characteristics of effective education leaders and systems.  We have learned more in the last two years about HOW leaders driven by a sharp stance on systemic inequity learn, partner and respond.  COVID has brought even more stark contrast to patterns we see among types of leaders and the core behaviors of other adults in the education systems they serve. 


Our initial response to COVID has been to open and facilitate dialogue among people in different seats: families, learners, educators, system leaders, non-profit intermediaries, and policymakers about what is happening and what they are feeling. We have been listening long enough to begin sharing insights.  But we also plan to continue to  listen and learn over the next several months.  We hope to elevate themes from these conversations to inform the regional and national processes of re-envisioning the future of schooling.  In this series we ask: which ideas, insights and perspectives should determine the core characteristics of post-COVID equity seeking school systems.

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Challenging Present — Promising Future

It is always rewarding for a policymaker to be parachuted into a convening of local practitioners, particularly a group of innovative, creative, and action-oriented pioneers. I just spent two days at the iNACOL Annual Symposium, exiting with conflicting impressions. It is amazing that an organization formed little more than a decade ago to promote online learning is able to draw an attendance of nearly 3,000 educators from across the U.S. and other nations. This is something more than a well-run meeting drawing people together. I believe it has to do with the substance being discussed (new forms of content delivery, blended and online learning, personalization, competency based learning) — i

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