Last Updated: March 16, 2020
As concerns around coronavirus (COVID-19) increase in the U.S. and around the world, we'll be curating this post to give you information about COVID-19, how you can prepare for it in your program(s), and more.
We know many people in the education community are concerned and looking for information on how to handle and discuss this evolving situation. Please consider sharing these resources in your organization.
We'll be adding more resources to this blog post as they come in so bookmark the page to stay up-to-date.
This guide from the Center for Disease Control (CDC) helps programs plan, prepare, and respond to the coronavirus. It explains what steps programs should follow depending on the status of COVID-19 in their community, cleaning and disinfection recommendations, FAQs for administrators, and more.
The Harvard Health Blog discusses how to provide information on the coronavirus to children and questions they may have.
Chalkbeat discusses the challenges of making sure all students have equal access to remote learning. They also bring up some alternatives schools can consider instead of going online.
Stay up-to-date on school closures in your local community and state so you can make informed decisions for your organization. Edweek is updating this map twice a day and indicating whether a school is scheduled to close, currently closed, or reopened. This map covers both public and private schools in the U.S.
The Community Action Program Legal Services (CAPLAW) released considerations that Head Start employers and providers can use while assessing the current coronavirus situation. This is helpful for those who are looking for information on paid and unpaid leave, employee travel, educating employees on the coronavirus, and more.
A checklist from the Department of Health and Human Services (HHS) that details how to plan for a flu pandemic, how to coordinate program closings, infection control policies, and how to communicate your plan to employees, families, and members of the community.
Digital Promise is compiling resources related to online learning, issues surrounding it, and questions to consider if you're implementing it.
In addition to the above, if you're looking for free CLASS resources you can use as a teacher, coach, or observer, we have a huge variety of e-books, research, videos, and webinars available on our site. This is a stressful time and we're here to support you in any way we can. Please contact us with any questions or concerns you may have.
Teachstone applauds the removal of three Confederate statues in Charlottesville, VA. Our organization is headquartered in this Southern city and we have seen first-hand the visceral reaction evoked by these tributes to figureheads of the Lost Cause movement. While the cause of the Confederacy in the Civil War has been lost, the war on racism has not yet been won.
The time has come for hard conversations.
That’s the feedback we have been receiving from educators across the country. There are plenty of tough conversations educators are trained, taught, or feel equipped to handle with children and families - gently bringing up a developmental concern, facilitating a disagreement between students, or explaining what happened with the classroom goldfish are all part of a day in the life. But in the last year, since the killing of George Floyd and other Black people at the hands of police, educators are increasingly asking for help in communicating more comfortably with young children about diversity and difference.
I was supposed to be an architect, instead I was a teacher of young children; it felt like my calling.
When I started my coursework, they tasked me with visiting multiple classrooms. It overwhelmed me when in some classrooms, children were crying, teachers were frustrated, and no one seemed to enjoy the day. I thought I had made a mistake. Thankfully, I had a professor who inspired me to continue. Instead of feeling overwhelmed by the behaviors I observed in both children and teachers, the professor charged me to uncover the root of those behaviors.
And so, my journey to support social-emotional development began.