Education Week - October 14, 2020 - 12

"We ask them,

EXCLUSIVE SURVEY

"We ask them, 'What are your hopes and dreams?
What are things you're worried about being virtual?'
We want our scholars to be respected, and we want
our adults to be respected," she said.
So far this year, these engagement strategies
have yielded a 95 percent attendance rate, defined
as attending all three main synchronous blocks of
instruction, in part. Ashton attributes that in part
being clear about the format and expectations for
remote learning.
"The number one feedback from families that
participated is that one thing that is going well is
communication, which is incredibly important,"
Ashton said. "We've been very consistent with
building the known, loved, respected community."
During the final weeks of the spring semester,
Ashton hosted several open-ended community
forums on Zoom. Some parents were tentative at
first, unsure if administrators were really interested
in hearing their unvarnished feedback. But over
time, Ashton said, they have been more comfortable
sharing feedback. Some of the forums have included
more than 200 parents and community members.
"Now our parents are our role models," Ashton
says. "They just jump right in, and so [the newer
parents] are like ... 'Oh, that's how we do it?'"
It can sometimes be challenging to have such
an open forum. Parents found the first week of the
2020-21 school year rocky and let Ashton know in no
uncertain terms. But, she said, "it's very easy to listen
when things are good. It is most important to listen
when things are tough, and that is part of our values,
and we've done it as part of our culture."
Steinhauser, too, says COVID-19 has highlighted
the power of parent engagement as a necessary
component in climate work in the schools her
group has worked in. She saw a different level of

'What are your
hopes and
dreams? What
are things
you're worried
about being
virtual?'
We want our
scholars to be
respected,
and we want
our adults to
be respected.
MASHEA ASHTON
Principal and founder
of Digital Pioneers Academy,
Washington, D.C.

engagement from those parents who had regular,
personal contact with a principal or staff member.
"We began hearing, 'We wouldn't have been able
to make it back if you had not stayed in contact with
us,'" she said.
For those principals in schools that have returned
at least part of the time, there is also an opportunity
to be visible in new ways as the school moves to
unfamiliar policies, like staggered cafeteria times,
one-way hallways, and or temperature checks with
the school nurse.
"It's a chance to start the day well, to be there
with whoever is doing those temperature checks,"
Steinhauser said.
Focus on the essentials in data collection.

Most school-climate efforts begin with some
regular way of surveying students about how they feel
about schooling, particularly about their relationships
with their teachers and with their peers. Not only do
these tools allow for a cycle of feedback and revision,
but they also allow schools to set a baseline and track
progress over time.
There are literally dozens of freely available
tools, including some, like the U.S. Department of
Education-created ED School Climate Surveys, that
come with web-based platforms that can be easily
used in a remote-learning context.
The problem is that most of those tools have
been designed and validated in regular, in-person
environments. So when a survey asks a question like,
"Do you feel safe at school?" principals will need to
be mindful that safety in a remote-learning setting at
home means something different from safety during
normal school operations.
"There are items in [those surveys] right now that
work, probably, and can be made to work, because

How would you describe the level of trust
between the following groups at your school?
3%
75

10%

8%

76

81

3%

n Extremely high

75

n Very high,
somewhat high
n Equally high
and low

17
5

Student to
student

10

Educator to
educator

n Very low,
somewhat low

14
8

5

Students
and educators

Numbers do not add to 100% due to rounding.

12 | EDUCATION WEEK | October 14, 2020 | www.edweek.org

8

4

Educators
and parents

Nonexistent (0)

How would you
rate the ability
of educators
who work in
your building
to accomplish
the following?


http://www.edweek.org

Education Week - October 14, 2020

Table of Contents for the Digital Edition of Education Week - October 14, 2020

Education Week - October 14, 2020
The Essential Traits Of a Positive School Climate
Exclusive Survey: What Educators Say About the Climate in Their Schools
To Root Out Racism in Schools, Start With Who You Hire
5 Ways Principals Can Establish a Strong School Climate
Opinion: What an Anti-Racist Principal Must Do
Education Week - October 14, 2020 - CW1
Education Week - October 14, 2020 - CW2
Education Week - October 14, 2020 - Education Week - October 14, 2020
Education Week - October 14, 2020 - C2
Education Week - October 14, 2020 - 1
Education Week - October 14, 2020 - 2
Education Week - October 14, 2020 - The Essential Traits Of a Positive School Climate
Education Week - October 14, 2020 - Exclusive Survey: What Educators Say About the Climate in Their Schools
Education Week - October 14, 2020 - 5
Education Week - October 14, 2020 - 6
Education Week - October 14, 2020 - To Root Out Racism in Schools, Start With Who You Hire
Education Week - October 14, 2020 - 8
Education Week - October 14, 2020 - S1
Education Week - October 14, 2020 - S2
Education Week - October 14, 2020 - S3
Education Week - October 14, 2020 - S4
Education Week - October 14, 2020 - 9
Education Week - October 14, 2020 - 10
Education Week - October 14, 2020 - 5 Ways Principals Can Establish a Strong School Climate
Education Week - October 14, 2020 - 12
Education Week - October 14, 2020 - 13
Education Week - October 14, 2020 - Opinion: What an Anti-Racist Principal Must Do
Education Week - October 14, 2020 - 15
Education Week - October 14, 2020 - 16
Education Week - October 14, 2020 - 17
Education Week - October 14, 2020 - C4
Education Week - October 14, 2020 - CW3
Education Week - October 14, 2020 - CW4
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