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.
From coast to coast and around the globe, there’s a common thread that unites teachers: wanting to be better for their students.
Even when things are tough in education, educators are striving to be their best. Their dedication to equitable, ongoing development is what inspires Teachstone’s work. It will take a systematic, data-driven approach to reach the day when all children are afforded excellent education and care. And, we are enthusiastic partners in getting to that goal.
How do you make a peanut butter and jelly sandwich? I posed that question to a random selection of contacts via text message. What did I discover? Everyone in my sample group spreads on the PB first, then the J. There are a variety of ways though to apply the jelly, but in my random group, the jelly always comes second.
Peanut butter and jelly sandwiches make me think about Behavior Guidance, a dimension in the CLASS® toddler observation tool. Especially the first two indicators of behavior guidance: proactive and supporting positive behavior. Proactive is the peanut butter! It goes first. That layer of peanut butter is the base for the jelly, which promotes positive behavior.
I was a kindergarten teacher for eight years at a public school. I loved my job, but somewhere along the road I started to become crotchety. I was often annoyed with my colleagues and frustrated with the demands of the district, and I was sure I knew better than any training or professional development session I would ever be forced to attend.
Shared physical presence is a large part of how we’re used to connecting with each other. Strong connections and relationships are important for children who may have recently experienced loss, high stress, or trauma. As teachers connect with children in a virtual setting, it can be more challenging to think about how to create a safe space for learning, sharing experiences, and taking risks.