American public education is at a crossroads. We face unforeseen and unique challenges educating the next generation during this global pandemic. It will necessitate concerted effort to make certain every student has the opportunity to succeed, regardless of where they live, especially during COVID-19.
We must get the correct support for our students, educators, and schools. It will also require thought, commitment, and willingness to reduce the federal footprint in public schools and give the power to make decisions on education back to those closest to the people.
Our stakeholders and policymakers must carefully address critical issues in the next few months. Through education, we can create a healthier economy and society. Whatever we do in public education now will determine what is possible in our economy and society later. We must strategically frame the problems in public education. Then we must offer realistic and attainable solutions for longer-term systemic change.
This pandemic allows us to address long-standing needs in public education. We must help the public see what is possible in public education, with truthful unfiltered dialogue, by creating constructive and necessary change all while keeping the public trust and being transparent. Too many decisions are being made by unelected bureaucrats with little oversight.
There is very little doubt that closed schools create immense challenges for parents. Virtual education has been used as a stopgap measure in most cases, with schools and districts going online while trying to educate children. Often policymakers merely throw around the concept of virtual education, without acknowledging the real challenges faced by districts to enact such a transition.
The pace at which our schools and districts moved during this COVID-19 crisis was unprecedented in American education history. We have not even begun to understand what has worked and what has failed, and still, we are being told to keep pushing in that direction. The question to ask is: Are we building on solid ground or are we tilting at windmills?
Online classes may be problematic, especially for younger students. However, we should certainly work to include them in future efforts. Nevertheless, we know some students simply do not respond well to online classes. Even where students have been issued laptops and tablets, there is no guarantee that they will have access to the internet at home. Some students don’t do well in a cyber environment as distance learning is not effective without proper supervision. Input from parents and educators will be critical for research.
JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited.
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