Tag Archives: Coronavirus

Global School Leaders Respond to COVID-19

How are school leaders responding to the coronavirus outbreak? This week’s post describes the responses to school closures of members of Global School Leaders (GSL). GSL provides preparation and professional development programs for school leaders in India, Malalysia, Indonesia, and Kenya.  Sameer Sampat and Azad Oommen launched GSL to build on and expand work they and their colleagues began at the India School Leadership Institute (ISLI) in 2013. Sampat discussed the initial evolution of ISLI in an IEN interview in 2016.  An interview with Sampat about the work of Global School Leaders and the challenges and possibilities for seeding leadership preparation programs around the world will be published in IEN later this spring. This post appeared originally on Medium

School leaders can respond to GSL’s global survey about their responses to the outbreak in their communities: https://t.co/NEQNCgxu6l

As the COVID-19 crisis deepens and spreads, a strong response by school leaders (SLs) is urgent to mitigate against the disruption faced by children who may be out of school for the foreseeable future. SLs are uniquely positioned to have the respect and personal relationships to guide families on how to support their children at home during this unprecedented, fast-moving challenge.

In our program partner regions in India, Indonesia, Kenya, and Malaysia, schools are shut and public gatherings, including training workshops, are banned. We are bringing our four partner organizations together to provide motivation and thought-partnership as we face this unprecedented crisis. Our partners’ response to taking responsibility within their communities is inspiring.

This blog shares the actions taken by our team and partners to support SLs through this crisis. We hope it sparks ideas that other SLs can localize for use in their own communities. We are still finding ways that our SLs and partner organizations can meaningfully build collective action to support those most in need. If reading this blog sparks any thoughts, suggestions, or feedback, we would love to hear from you.

GSL Response Framework

As GSL, we are focused on supporting playing a leadership role by motivating and supporting our partners to take a collective response. Two primary thoughts are centering us:

  1. We must keep the physical and mental well-being of our leaders, teachers, and students at the top of our actions
  2. This moment highlights the critical leadership role our SLs must rise to in service of their schools and communities. To that end, we must first and foremost model the same care and urgency that we hope to see from our SLs.

We are working with our partners to address the needs of our SLs so that they, in turn, can ensure that every child is cared for and their basic needs are met. Parents see the SLs as community leaders, but SLs are dealing with an unprecedented situation.

Partners are now working through a three-step initial response and sharing updates on weekly network calls. We drafted this tool to codify a framework for action that collects the thoughts we’ve heard from our partners:

  1. Set-Up Communication Channels: Partners are checking in on, finding resources to support, and motivating SLs to ensure that they have the energy and ability to serve their communities, despite the personal challenges they may be facing.
  2. Understanding Community Needs: Based on the information that is emerging from the communication chain, partners are facilitating responses to community needs. Partners are collecting data and sharing regular updates on the assets/ needs of the communities.
  3. Inspiring with Stories of Hope: Partners are surfacing and documenting stories about how SLs are finding ways to respond to provide insight and motivation for others, both in our networks and beyond.

Partner Progress and Resources

Over the past week, our partners have been putting together multiple efforts to support their SLs and communities. Here are a few highlights with attached resources:

Pemimpin GSL (Malaysia)

Dignitas (Kenya)

  • Building communications channels with SLs to understand their needs, which they have captured here
  • Developing a comprehensive plan that includes:
  • Skill-building with SLs on relevant Leading Learning competencies — engaging parents, dealing with trauma, leveraging online and radio learning tools
  • Clusters of Support — ways to bring groups of schools together to distribute resources and check-in on well-being

Inspirasi (Indonesia)

  • Creating a call for SLs to share short video clips of how they’re responding to the crisis
  • Developing a webinar on “School Leadership in Crisis” that will feature a panel of Ministry of Education and Culture officials, local academics, and practitioners
  • Will be delivering their planned last workshop of the academic year via Zoom in mid-April

Alokit (India)

  • Setting up weekly small group calls with SLs from the ISLI program in Delhi and Hyderabad that Alokit co-founders worked with personally to understand their needs. See their notes.

Next Steps

As next steps, we are building resources that address the following questions that have emerged from the work being done by our partners:

  1. Are there conversation templates for how teachers should be using their time speaking with families during this crisis?
  2. What are some pre-skills we can be working on with SLs to motivate them to more fully interact with teachers and their communities if they aren’t doing so on their own accord?
  3. What kinds of data should partners be collecting? What is the impact we want to be able to have at the end of this and what is the data we need to be collecting now in order to ensure that we’ve done this?

While our contexts are different, our partners are united by a fierce belief in the importance of school leadership in meeting the needs of learners and their communities. We are compiling a list of education-related resources — please feel free to look through these if they are helpful to you. We will be checking in with our partners regularly and will continue to update our community through this evolving situation.

— Global School Leaders

Amidst COVID-19’s Spread, Hope For Education Innovation Glimmers In Vietnam

This week’s post comes from Michael Horn, a senior partner at Entangled Solutions, and the co-founder of and a distinguished fellow at the Clayton Christensen Institute. This post appeared originally on Forbes.com

With COVID-19 spreading across the globe, I’ve watched the impact on Korea and Vietnam with some measure of connection and concern.

As the countries to which I journeyed on my Eisenhower Fellowship in 2014 and studied their education systems in some depth, the manner in which the disease’s spread has shut down their schools has struck me on two levels: worry about the health of the communities and hope for innovation.

It’s with an eye on the opportunity for innovation—improving an educational system that needs an overhaul—that I’ve paid close attention to the response of Everest Education, an after-school tutoring organization I got to know while in Vietnam and whose board I joined after my return to the United States.

Schools and after-school programs were shut down in the beginning of February in Vietnam. With no opportunity to learn in traditional classrooms, students became nonconsumers of education—literally unable to access formal education—overnight.

As students of disruptive innovation—the process that transforms complicated, expensive and inconvenient services into ones that are far more affordable, convenient, and accessible—know, disruption typically takes root in areas of nonconsumption. There the new service has a marked advantage, as its competition is nothing at all.

That describes the unintended opportunity in which Everest Education found itself, as after-school programs have remain shuttered and students have had no options to continue their studies.

One Everest student, Nguyen Viet Khanh Linh, who is studying for the International English Language Testing System (IELTS)—the world’s most popular English language proficiency test for higher education—said she was worried she wouldn’t be able to stay on track for her test in May. Currently pursuing an Advance Diploma in Multimedia at Arena Multimedia Education Center in Hanoi, Linh’s plan is to transfer to an exchange program in Korea, Singapore or Europe to complete a bachelor degree after earning the 30-month program diploma.

“I’m not sure which exchange programs I will join eventually, but almost all of them ask for IELTS as a prerequisite,” Linh said. “I’m trying to get it done in my first year before the arts workload gets heavier. I [was] afraid I [wouldn’t] be able to study for IELTS and work on my portfolio at the same time.” 

Everest had fortunately been developing an online-learning solution for some time. After experimenting with a range of products, Everest had settled on a platform that facilitated a live online class that, much as Minerva does in its active learning platform, takes advantage of the learning science around active learning to create an experience in which students are interacting with each other and the teacher in real time and taking part in learning games.

As Don Le, CEO and co-founder of Everest, shared, “Most online learning involves watching videos or listening to lectures, and students get bored easily. With our live online classes, students… feel a social bond. The experience feels really natural and fun.”

At the onset of the crisis, Everest swung into action and took its research and development into overdrive, as it deployed its online-learning experience across all of its classes to support all of its grade 1–12 students. An astounding 98% of its students successfully transitioned to its online-learning solution.

From there, Everest began focusing on serving the now-vast market of after-school nonconsumers in Vietnam. To date, it has amassed more than 1,000 online registrations and is scaling up to open as many classes as possible to meet the pent-up demand.

And here’s the opportunity—to help take a system built on rote memorization and turn it into a student-centered learning experience that is marked by active learning far more in line with the research around how students best learn.

“In some ways, it’s even better than a physical classroom,” Tony Ngo, Everest Education’s Chairman and co-founder said. “Online learning is a great solution while students are out of the classroom, and in the long run, it will become a critical tool in how students learn.”

I’ve noted before that disaster preparedness—and, it follows tragically, outright disasters—represent opportunities to innovate. Put another way, “a crisis is a terrible thing to waste.”

Amidst the challenges that COVID-19 brings, I hope we see education innovations that don’t just take subpar brick-and-mortar experiences and move them online where they will be even worse, but instead transcend the traditional lecture model to leverage technology and fundamentally transform the learning experience into one in which all students have a much greater likelihood of success.

In a country in Vietnam in which innovating in education is challenging, my hope is that Everest begins to blaze a new trail for the nation’s students.