When, on 15 March 2020, 1,800 New York City schools went into lockdown due to the COVID-19 pandemic, 1.1 million students were expected to stay at home. Within days, the city’s Department of Education procured 321,000 iPads for children without the means for digital learning at home. Then, within a very short time, parents and teachers at all schools agreed to trust each other about who was going to be present at school and when. Cities should always be at the forefront of true participation, where all are capable of contributing to solving the challenges around them. Read Sascha Haselmayer’s* full article in The CEO Magazine Global, and join us at the #ChangemakerSummit for more deep dive on #trueparticipation. *Ashoka Fellow, founder of City Mart, and partner at Ashoka Germany. https://lnkd.in/dsAMkp5T
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A growing number of parents in the UK are opting into a new model of hybrid education ‘flexi-schooling’. Currently, 51 schools in the UK are officially listed as actively supporting flexi-schooling, including 14 secondary schools. However, a further 366 will consider it on a case-by-case basis Part of the week children attend school as normal, and for the rest they are schooled from home. Or — Spain. Read about it in the article below The future of education is hybrid Sophia High School #flexiblelearning #hybridlearning #onlineschool https://lnkd.in/dpmYgnrS
Meet the middle-class mothers embracing 'flexi-schooling'
dailymail.co.uk
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District and school leaders can work more directly with community organizations and provide clear communication on commitments and goals to advance equity in #OST, a new research brief finds: https://bit.ly/3AhiGTi
Expanding Equity in Afterschool and Summer Learning: Lessons From School Districts
wallacefoundation.org
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Linkedin network I need your help, calling teachers, parents and strategic professionals! 🌟 Exciting News from Paradigm Project 🌟 We're thrilled to announce the next phase of our "My Next Steps" programme, designed to support the critical transition from primary to secondary school. As we gear up for an expansion, your insights are more valuable than ever! As part of the scaling process funded by London's Violence Reduction Unit we are conducting a community consultation process to engage a variety of stakeholders to discuss the primary to secondary transition. 📚 Why Join Us? At Paradigm Project, we're committed to shaping a future where every child thrives during this pivotal educational transition. Our upcoming online sessions are a key part of a broad community consultation process aimed at refining our approach and integrating diverse perspectives from all stakeholders. 👨👩👧👦 Who Should Attend? - Students in Year 6 or 7 - Parents of children in Year 6 or 7 - Teachers from both primary and secondary levels - Strategic Oversight Professionals including community leaders, local authorities, and consultants 📅 Session Dates and Times: - Students: Wednesday, 24th April | 17:00 - 18:30 - Parents: Thursday, 25th April | 18:00 - 19:30 - Teachers: Monday, 29th April | 18:00 - 19:30 - Strategic Oversight: Friday, 26th April | 18:00 - 19:30 💡 Discussion Topics: - Importance of Transition: The impact of moving from primary to secondary school on long-term academic and social development. - SWOT Analysis: Evaluating the current transition process, including the influence of recent changes like digital learning. - Improvement Needs: Tackling systemic barriers and identifying key areas for enhancement. - Beneficial Topics: Generating ideas for innovative sessions that could enhance the transition experience. - Support for Vulnerable Groups: Strategies to better support groups frequently facing exclusion and low attainment. 🔗 All sessions are online and will run for 90 minutes. I'm particularly interested in the groups that are overrepresented in exclusion statistics and groups that are associated with lower attainment. So if you are a professional with specialist knowledge in, SEND, SEMH, LAC, Black and ethnic minority students it would be great to have you involved to explore how these groups can be better supported through the transition phase. Join us to make a difference! Register now to contribute to this vital discussion and help shape our community’s future. Let’s collaborate to ensure a smooth and successful transition for our children. DM me for more info and the registration link #Education #CommunityEngagement #ParadigmProject #StudentSupport #EducationalTransition #JoinUs
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Why are families and communities central to education system transformation? Partnerships between family, schools, and communities are pivotal to achieve sustainable transformation in education and to a healthy civic life in society. There are many ways in which families, educators, and community groups work together to promote learning and child development and to support schools to thrive. Community involvement contributes to creating a collaborative environment that can support the best possible outcomes for children and young people, both academically and personally. As one teacher notes: “Fulfilling the necessity of education and achieving holistic change with proper engagement involves four pillars/sides: students, teachers, parents, and the broader community. If one of these is weak or broken, the entire system will be affected or collapse. If these sides do not support each other, if there is a lack of interaction, the achievement rate drops. Ultimately, schools and the entire education system cannot reach their expected goals.” EducAid, in collaboration with Brookings, has been furthering research on family, school, and community engagement, sharing strategies, and creating tools to inform practice and policy. This has led to the creation of resources that shed light on the critical role that families and communities play in supporting students and schools to thrive and offer actionable guidance for how to build stronger partnerships. Last month the Conversation Starter Tools were published to help promote family, school, and community engagement leading from EducAid’s participation in this collaborative research. Read more about it here https://lnkd.in/en7ziCxw #educaid #educationtransformation #communityengagement #education #conversationstartertools #research #community #education #participation
Conversation starter tools | Brookings
https://www.brookings.edu
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I see that it was reported in Schools Week on 8 January 2024 and many other news platforms that Gillian Keegan, secretary of State for education at the time, is worried about low school attendance and has announced a 'major expansion' of school attendance hub schemes. There is much to ponder on here. 1. I notice that for a while now the formation of a 'hub' is very much the 'go to' strategy. I guess the idea is that a 'hub' is a focal point and I would imagine is a kind of rebranding of the old 'beacon schools'? Have previous hubs been successful? 2. Keegan has also announced that there will be £15 million spent on attendance monitoring. 3. I can't help wondering if the focus on attendance is something of a distraction and that Keegan is looking in the wrong place for solutions? In human geography they talk about 'push' and 'pull' factors in immigration. I am wondering if Keegan, through her focus on attendance hubs, monitoring and fining parents whose children miss too much school are all push factors. What if we had a discussion about what education in 2024 is for? What do teachers feel is the point? Is it about 'education' or 'schooling'. What is the point of education anyway? Then maybe we could focus on pull factors. Schools where the experienced teachers are not desperate to leave; schools where teachers have time to plan and mark as part of their school day; teachers able to do further study in 'daylight hours', SEND departments well resourced in all ways; smaller class sizes so children can get teacher attention more easily. Maybe we could even have a middle layer of governance in the manner of the LEA where there is expertise that schools can call on to help them. Staff from this middle layer could work alongside teachers to help them. Even act as an advocate to teachers management if necessary. Is it possible that in time we might get to a situation where there was no need for 'push factors' because a critical mass of children would be 'pulled' by the allure of going to school. I would urge Keegan to eschew what I would see as 'easy' headline grabbing 'quick wins' and set up something for the long term. As John Lennon nearly said, "You may say I'm a dreamer ......am I the only one?"
18 new attendance hubs to help 2,000 schools cut absence
https://schoolsweek.co.uk
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As a Black parent in Broward County, the recent school closure discussions have left me disheartened. The move to engage parents through an AI-driven platform, despite its innovative intent, felt disconnected from our community’s needs. The essence of true engagement is lost when we shift from meaningful dialogues to digitized interactions. Seeing my community potentially lose schools without what feels like genuine consideration of our voices adds to a growing concern for my boys’ education. The approach risks ignoring the diverse, vibrant fabric of our community and the rich, unstructured input that face-to-face conversations offer. The solution? Broward County Public Schools should integrate traditional engagement methods with their digital tools. Let’s create hybrid forums where technology aids but doesn’t replace human interaction. This approach can ensure all voices are heard and valued, bridging the gap between efficiency and meaningful community involvement. Our children’s education, culture, and potential deserve nothing less. #CommunityEngagement #PublicEducation #DigitalDivide #EducationalEquity #ParentVoicesMatter #BrowardCountySchools #InclusiveEducation #TechForGood #FutureOfSchools #TransformDataIntoMeaningfulAction
‘Tough conversations’: Broward school district holds first event on school closures - NewsBreak
newsbreak.com
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District and school leaders can work more directly with community organizations and provide clear communication on commitments and goals to advance equity in #OST, a new research brief finds: https://bit.ly/3AhiGTi
Expanding Equity in Afterschool and Summer Learning: Lessons From School Districts
wallacefoundation.org
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“Research has shown a consensus that family and parent involvement in schools leads to better outcomes regardless of a family’s ethnic background or socioeconomic status.” With many challenges still to overcome when looking to improve school-family engagement, diverse stakeholders need to be involved - and that includes IT departments. Learn 3 simple ways school district IT departments can support the cause today over on our blog: https://lnkd.in/ewZKriQq #K12Education #K12 #FamilyEngagement #EdTech #ITDepartment #StudentEngagement
3 Simple Ways School District IT Departments Can Help Improve School-Family Engagement - Blog
http://blog.securly.com
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In the news 📣 📰 Read about Trails to Literacy, the exciting bilingual initiative in Adams County School District 14 to enhance literacy among families and the community. Key components of the initiative from Superintendent Dr. Karla Loría include: 1. Community Partnerships: Dr. Loría is forging partnerships with local organizations, businesses, schools, and libraries to maximize the impact of the program. 2. Parental Engagement: The initiative places a strong emphasis on parental engagement in early childhood education. Dr. Loría believes that engaged parents are essential to a child's academic success. 3. Digital Access: Recognizing the importance of scaling literacy community-wide, Dr. Loría's model also addresses issues of digital access by leveraging the smartphones and tablets that parents already own, with or without an internet connection. Read more here: https://lnkd.in/eRmeAdf6 #earlyliteracy #bilingualliteracy #edtech
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District and school leaders can work more directly with community organizations and provide clear communication on commitments and goals to advance equity in #OST, a new research brief finds: https://bit.ly/3AhiGTi
Expanding Equity in Afterschool and Summer Learning: Lessons From School Districts
wallacefoundation.org
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