{"id":9973,"date":"2020-08-05T08:00:00","date_gmt":"2020-08-05T12:00:00","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=9973"},"modified":"2020-08-04T21:29:55","modified_gmt":"2020-08-05T01:29:55","slug":"key-decisions-for-more-effective-distance-learning-in-the-fall","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/key-decisions-for-more-effective-distance-learning-in-the-fall\/","title":{"rendered":"Key Decisions for More Effective Distance Learning in the Fall"},"content":{"rendered":"\n
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Writing for Future Ed, David Rosenberg, a partner at Education Resource Strategies, offers a commentary on how school districts can change the way they administer online learning to improve schools. <\/p>\n\n\n\n

Through ERS\u2019 work with district leaders to develop COVID Comeback School Models<\/a>, the organization has identified three key decisions district leaders must make about remote school that have outsized impacts on cost and feasibility-and big policy implications.<\/p>\n\n\n\n

Decision 1:How should remote school be staffed?<\/strong> For instance, rather than having 10 calculus teachers teaching remotely, the most engaging teacher could teach all the students online and the other 9 teachers could work with small groups or in tutoring roles.\u00a0<\/p>\n\n\n\n

Decision 2: Will remote learning be linked to each student’s school or operate across multiple schools or the entire district?<\/strong> A scaled approach to remote instruction could enable a system to offer richer, more robust instruction to more students. Classes that some schools might struggle to sustain due to low enrollment could attract larger numbers of students, making such offerings financially feasible at a system level.<\/p>\n\n\n\n

Decision 3:\u00a0 Who will conduct the remote instruction?<\/strong> In order to most effectively determine who will conduct the remote instruction, school leaders need flexibility with:<\/p>\n\n\n\n