Pandemic Learning Gaps
The 2020-2021 school year presented obstacles that educators could never have fathomed for their careers. Teachers must now be prepared to address pandemic learning gaps, implement successful intervention programs, address the SEL needs of students and staff, and have sufficient leadership skills to provide ongoing support to all students as well as collaborate with their colleagues as they move into the next school year.
Pandemic learning gaps were prevalent among at-risk schools with higher populations of low socioeconomic students. According to Engzell, Frey, and Verhagen (2021), it was evident that mostly students of poverty lacked the technology resources and supplies needed to be effective learners during the COVID-19 pandemic. Some teachers were not well equipped to address the varying teaching styles that were required of them at such short notice, especially being expected to implement technology into daily lessons. However, many teachers were able to adapt and make the necessary adjustments in order to keep students engaged in learning. Therefore, in preparation for next school year, it is a crucial that teachers have sufficient resources, tools, and supports to help students to recovery from academic struggles they faced during the pandemic. Teachers must also be prepared to provide intensive interventions to help students achieve their established learning goals for the next school year.
Interventions and Recovery
Many educators realized that interventions and recovery programs are important in closing the academic learning gaps that transpired during the recent pandemic. Educators are in need of resources and materials to differentiate instruction for specific students and help them narrow gaps that they have experienced with reading fluency, math problem-solving, comprehension, phonics and additional skill sets. Flexible grouping, computer-based support, and small group instruction can be beneficial in implementing interventions and recovery programs for struggling students. Teachers will need to participate in professional development on a continuous basis throughout the upcoming school year to learn more about using intervention strategies to close academic gaps by assisting students who are performing at Tier 3 instructional levels, and to challenge students at deeper levels who are performing at Tier 1 and Tier 2 levels. Without the additional targeted instructional supports, students will get further behind, and the learning gaps will expand for years to come. Teachers are the sole proprietors in helping students grow to their full academic potential and must also be well equipped to meet students’ social emotional needs.
Social Emotional Learning Needs
Mental health has declined for many educators and students during the pandemic (Pfefferbaum, 2020). To address the social emotional (SEL) needs of students, teachers will also have to practice self-care and have an awareness of their own social emotional needs. Once educators are able to have candid conversations about addressing the perceptions and feelings of how students and staff have experienced the COVID-19 pandemic, then we can begin to heal, learn, lead, and grow as a school community. Examples of addressing the social emotional needs of students and staff can include but are not limited to using coping strategies, hosting restorative circles for academics and behavior, providing counseling services, ensuring that students and staff have mentor opportunities, and by celebrating and supporting all students and staff. Teacher preparation programs and school district leaders must have the structures in place to support the social emotional learning for all stakeholders in the educational realm.
Teacher Leadership Skills
As teachers prepare for the next year, it is important for them to keep in mind that their leadership skills should be at the forefront to support students at various levels, which is key to improving student outcomes. Teachers will need to have confidence in their instructional decision making that is aligned to campus and district goals in order to meet the needs of students. Teachers must be able to analyze data, identify gaps, and provide targeted supports and implement instructional action plans that promote student achievement. Teachers have to know and believe they can make a difference that will impact society for generations to come. Support from campus leaders will be the foundation to helping teachers better prepare for meeting the needs of their students and will enhance their leadership skills.
Teacher preparation programs and school districts are ultimately responsible for providing and helping teachers prepare for the next school year. With teamwork and collective efficacy, the sky is the limit. Educators must ensure all students have the opportunity to not only narrow or close learning gaps but empower students to use their voice within the educational setting. Students must know that they to have the power to make a difference and begin to take ownership of their learning.
