State Roles to Support Remote Learning: Part One

This is the first of a two-part blog series examining the state’s role in remote learning. Check back next week for additional information! The COVID-19 (coronavirus) pandemic has forced K-12 and postsecondary education to move quickly, and without a ton of preparation, to the distance education space. State and local Career...

State Roles to Support Remote Learning: Part One

Public Policy
• June 17, 2020

Advance CTE

This is the first of a two-part blog series examining the state’s role in remote learning. Check back next week for additional information!

The COVID-19 (coronavirus) pandemic has forced K-12 and postsecondary education to move quickly, and without a ton of preparation, to the distance education space. State and local Career Technical Education (CTE) leaders have grappled with how to deliver high-quality programs remotely over the past few months while looking towards potentially delivering programs virtually in the fall. While districts and colleges have taken significant steps to adjust their curricula, state leaders play an important role in strategizing as well by gathering local information, gauging what strategies should be elevated and scaled statewide and communicating these practices across the state.

Identifying Learners’ and Educators’ Needs

In this time of uncertainty, it is important for state leaders to have an accurate understanding of what learners and educators need to be successful so they can target resources and make changes to policy to ensure continuity of learning. With the access that they have to learners and instructors statewide, state CTE leaders are uniquely positioned to gather information on the supports needed. One way to do this is by administering a needs assessment survey, as has been done in California. The results were informative and showed that 82 percent of respondents were unsure how to continue with classes online and wanted help developing lesson plans. From there, state leaders updated the existing website, cteonline.org, to include a repository for lesson plans that had already been created, organized by sector.

Such a survey can provide a view into the biggest areas of concern and allow state leaders to directly address what local leaders need. Additionally, state leaders can use the results of their needs assessment survey to identify promising practices and match districts or colleges that are struggling in an area to others that have been more successful, taking the burden off of individuals and removing duplication of efforts. In Phoenix, Arizona, local leaders made the commitment to call learners each week. By putting in place a system for regularly checking in on learner and teacher needs, state leaders can scale their response to the crisis and better target resources to those most in need.

Creating Forums to Share Out Curriculum and Instructional Resources

The quick change to remote learning and unanticipated length of time meant that states did not have time to prepare for what this time of education delivery would entail. One way that state leaders can accelerate the adoption of evidence-based practices and distance learning innovations is by creating a forum for instructors to collaborate, share resources and learn from one another. Many states such as Michigan and Rhode Island developed online statewide websites for instructors to share curriculum and instructional supports. Easily accessible resources take some of the burden off of instructors. In addition, with thoughtful curation by state CTE leaders, such forums can allow for quality additions and some consistency across the state.