We’re back to answer more questions we’ve received from teachers and academic administrators about the pandemic’s impact on teaching and learning. Many want to know what has changed since the pandemic began and where private schools are going from here.

We worked with over 1,000 teachers in the summer of 2020 to help them strengthen their approach when it comes to distance or hybrid learning. Teachers continue to crave the same support, even in distance or hybrid learning environments. Here’s what our teachers shared about administrator actions that did (and did not) work to help them in their job roles.

ISM has long touted a two-pronged approach for effectively supporting teachers. One element of a supportive and predictable environment is that teachers know what is expected of them. They know the norms they’re supposed to follow—we call them Essential Expectations. The COVID-19 pandemic added uncertainty to the mix. Many of your Essential Expectations can still apply, but you may need to clarify certain elements.

Burnout continues to be a top concern for school leaders and teachers alike. In this unusual year, everyone is busy with both their day-to-day responsibilities and strategic concerns of the future. Remember, the primary job of academic leadership is to take care of teachers. This is especially important now. What can academic leaders do right now to support their teachers? We asked teachers and here’s what they had to say.

The bottom line is school, as we once knew it, has changed. When COVID-19 happened, schools tried to use technology to mimic the school atmosphere as it has always been. Many schools followed the same bell schedule, simply "logging" in verses "walking" into the classroom. This proved to be ineffective, and students were disengaged. School Heads may be reluctant to eliminate synchronous learning because it helps occupy a student's time. However, it’s vital to implement concepts in a hybrid learning model.

Since the spring, most schools have gotten a handle on how distance learning works. Technological and practical obstacles have largely been overcome. However, the long-term concerns about conducting an education experience via a computer are now coming to the forefront. We recently answered some frequently asked questions about distance learning.

ISM worked with more than 1,000 teachers this spring and summer to help them refine their approach to distance learning. As part of our study, we surveyed them about their experiences. What worked? What didn’t? Here’s what they said.

Beginning a new school year is exciting—but this year has become increasingly uncertain with the increase in COVID-19’s Delta variant. Teachers and staff will require predictability and support as they continue to navigate the uncertainty. 

The impact of COVID-19 feels relentless. Whether your school returned to campus this fall, is conducting learning online, or is using a combination of the two, stress is imminent. Teachers can especially suffer from this stress as they balance new methodologies for instruction with their own family concerns. You must be able to recognize when a teacher may be reaching a level of burnout.