►
Description
Tara Kini and Michael Griffith from the Learning Policy Institute and Melinda George from Learning Forward share the challenges and issues related to teacher support and retention. June 12, 2020.
A
Today
we
are
focusing
again
on
teachers,
we've
been
focusing
on
teachers
for
the
past
week
or
so,
and
we'll
really
be
focusing
on
teacher
retention
and
support
today,
and
we
know
that
there
are
a
lot
of
concerns
about
what
teachers
face
when
they
go
back
into
the
classroom.
This
fall
and
we
already
had
a
teacher
retention
crisis
in
the
making
anyway,
and
so
there
are
many
concerns
about
how
this
will
continue
to
affect
our
ability
to
retain
and
really
provide
the
supports
that
teachers
need
at
this
time.
A
Agenda
for
today's
meeting
is
that
we
will
be
hearing
from
two
staff
from
the
learning
policy
institutes,
we'll
be
selecting
questions
for
answer,
and
then
we
will
also
hear
from
an
expert
from
learning
forward
and
then
we
will
be
taking
your
questions
again
and
then
we
will
provide
a
preview
of
the
upcoming
meetings
that
we
have
in
our
series.
So
as
we
get
started,
I
wanted
to
just
ask
you
a
question,
a
quick
question
about.
A
A
The
first
selection
could
be
that
teachers
have
the
professional
development
they
need
right
now
in
this
environment
of
online
or
blended
learning,
teachers
are
safe,
have
a
safe
environment
and
are
not
exposed
to
kovat.
Teachers,
have
access
to
counseling
and
other
assistance
for
their
own
mental
health
needs.
Teachers
are
equipped
to
handle
student,
mental
health
needs
and
drama
teachers
are
supported
by
parents
in
the
community
at
large
and.
A
Teachers
may
lose
financial
incentives
to
practice
and
hard
to
staff
schools,
teachers
facing
student
loans
and
the
possibility
of
those
student
loan
forgiveness
going
away
with
budget
cuts,
the
loss
of
teaching
positions
or
cut
and
pay
or
furloughs.
As
you
can
see,
there's
a
lot
of
concerns
potentially
out
there.
So
let
us
know
what
what
are
your
top
concerns?
I'll
just
give
you
another
moment
or
two
you'd
love
to
hear
from
everybody
on
this.
A
A
A
38%
are
concerned
about
losing
financial
incentives
for
practicing
and
hard
to
staff.
Schools
50%
are
concerned
about
loss
of
teaching
positions
in
25
are
concerned
about
cuts
in
furlough
or
cuts
in
pay
or
furlough,
and,
as
you
can
see,
this
don't
add
up
to
100%,
because
you
were
able
to
indicate
multiple
concerns.
Thank
you
so
much
for
for
doing
that.
Now,
at
this
time,
we
are
going
to
introduce
our
speakers
for
the
day.
Tarek
any
who
joined
us
on
Tuesday
will
be
joining
us
again.
A
As
a
reminder,
she
serves
as
chief
of
staff
in
the
director
of
state
policy
for
the
learning
policy
institute
and
her
colleague,
Mike
Griffith
will
be
joining
us
as
well.
Mike
is
senior
researcher
and
policy
analyst
at
learning
policy
institute.
Many
of
you
may
know
Mike
for
his
expertise
in
school
finance.
He
works
very
closely
with
us
in
this
particular
area
and
then,
finally,
we
will
be
joined
by
Melinda
George
from
learning
forward
where
she
is
chief
policy
officer.
A
We
have
worked
with
Melinda
for
years,
also
in
her
role
at
the
National
Commission
on
teaching
in
America's
future
and
also
as
the
first
executive
director
at
the
state,
educational
technology,
Directors
Association,
who
we
actually
we
heard
from
someone
from
that
organization
a
few
weeks
back
about
the
concerns
about
technology.
So
thank
you
all
so
much
for
joining
us
today.
At
this
point,
I'm
gonna
stop
sharing
my
screen
and
I
will
ask
Mike
to
share
his
and
target
and
Mike.
We
welcome
you
and
welcome
you
to
begin
your
presentation.
B
C
B
Oh
there,
you
go
hey
great,
thank
you
and
good
afternoon.
Everyone,
sorry
about
that.
We've
done
so
many
of
these
zoom
meetings
I'm
shocked
that
I'm
this
poor
at
it
I'd
like
to
you
know,
talk
to
you
today
and
walk
you
through
some
of
the
impacts
tariffs
we
could
go
to
then.
The
next
screen
of
what's
been
happening
with
teachers,
what
we
know
so
far
and
what
we're
learning
about
the
impact
of
the
the
koban
19
on
teaching
positions.
B
First,
I'm
going
to
walk
you
through
what
we
lessons
learned
from
the
Great
Recession
of
what
we
know.
What
happened
then
we're
gonna
talk,
then
about
koban
nineteen
impacts
and
education
budgets
and
what
that
is
meaning
and
then
what
we
think
the
impact
on
teaching
positions
could
be
during
the
school
year
and
then
donna
is
gonna.
Walk
you
through
looking
forward
to
schools,
reopening
and
implications
for
staffing.
We
could
go
to
the
next.
It's
like
great!
B
So
what
we
learned
from
the
Great
Recession
that
it
not
only
was
in
a
deep
cut
that
we
saw
in
state
budgets
and
education
budgets,
but
it
lasted
for
a
long
time.
It
lasted
for
five
years
from
when
the
cuts
originally
began
to
when
we
got
back
to
that
same
funding
level,
and
that
was
between
2008
and
2013.
B
What
we
know,
too,
is
that
those
cuts
had
an
impact
on
student
learning.
There's
some
good
research
out
there.
That
shows
that
the
cuts
impacted
all
students
in
general,
but
specifically
hurt
students
from
low-income
and
minority
communities,
and
so
these
cuts
matter
and
they
can
have
future
implications
on
student
learning.
We
can
go
to
the
next
slide.
B
This
is
what
we
saw
during
the
last
reception
you
can
see.
We
lost
a
hundred
and
twenty
thousand
teaching
positions
in
2010.
Again
that
was
the
worst
year,
but,
what's
even
more
amazing
is
we're
still
forty
thousand
teachers
down
from
where
we
were
at
in
2008,
we've
never
fully
recovered
from
the
Great
Recession.
As
far
as
teaching
positions
go.
You
all
know
that
during
this
time
we
had
increases
in
students
population.
So
the
teacher,
the
student
ratios
are
much
you
know
much
worse
than
they
were
in
2008.
B
B
So
what
do
we
know?
That's
happening
now.
Well,
this
is
happening
in
your
state,
so
you
know
this
already
right
that
state
revenue
has
already
witnessed
historic
decreases,
but
local
revenue,
mainly
driven
by
property
taxes,
is
going
to
remain
stable
and
could
remain
stable
up
to
three
years.
If
it
follows
the
same
track,
is
the
Great
Recession?
What
that
means
is
the
districts
that
are
more
reliant
on
state
revenue
are
going
to
be
more
exposed
to
this
downturn
than
the
districts
and
are
more
reliant
on
local
revenue.
B
So
what
we
could
see
and
probably
we'll
be
seeing
is
a
separation
between
high
wealth
and
low
wealth
communities
in
States
and
across
the
country.
We
saw
this
same
separation
on
a
per
pupil
funding
basis
during
the
economic
downturn
or
the
early
80s,
the
early
90s,
and
then
the
Great
Recession.
So
unfortunately,
if
we
don't
kind
of
think
about
this
and
taken
into
account
that
same
gap
is
going
to
open
up
or
us
during
this
economic
downturn,
you
can
go
to
the
next
slide.
B
The
cares
act
was
helpful
and
you
know
in
some
ways
could
help
close
this
gap,
but
it
was
small
and
it
was
only
1.9
percent
of
revenue
per
pupil
basis.
That's
only
286
dollars
so
again
helpful,
but
not
it.
It
alone
cannot
close
the
gap
and
can't
ensure
that
we
don't
see
large
layoffs
of
teachers
and
other
positions
in
perspective.
B
So
we
can
go
to
the
next
slide,
so
the
question
I've
been
getting
a
lot
is
how
are
non
teaching
positions
doing,
and
it's
very
difficult
for
us
to
estimate
this,
but
I
wanted
you
to
see
this
number.
This
is
the
total
employment
number
and
local
government
education,
and
we
concede
that
between
March
and
May
we
lost
almost
800,000
people
or
about
nine
percent
or
10
percent
of
the
number
total
number
of
people
employed
in
local
government
education.
B
B
So
what
are
the
things
to
think
about
when
you're
working
on
these
budgets
and
one
of
the
things
when
you
know
we
were
talked
about
is?
Is
the
funding
sufficient
for
districts
to
open
up
in-person
education
in
the
fall?
What
I
mean
by
this
is
there
are
some
districts
that
have
said
if
they
don't
receive
sufficient
funding
to
help
them
cover
the
additional
cost
to
cover
19
and
make
up
for
state
budget
cuts.
They
will
not
be
opening
in
person
and
that's
not
a
health
issue.
B
If
the
kids
are
all
home,
can
your
formula
be
adjusted
if
online
learning
continues
and
what
I
mean
by
this
is
many
states.
They
count
kids
and
seats
for
funding
purposes.
Can
you
adjust
it
between
now
and
the
start
of
the
fall
to
take
this
into
account?
That
kids
won't
be
in
person
in
some
places
or
might
be
split,
and
so
under
current
school
funding
rules
in
most
states.
If
a
student
was
only
in
attendance
in
person
half
time
and
not
in
attendance,
the
rest,
then
they
could
only
receive
half
funding
for
that
child.
B
We
don't
want
that
to
happen,
so
you
want
to
just
make
sure
that
your
formula
is
adaptable
enough
to
to
take
this
into
account.
Do
budget
revisions
still
allow
for
equity
between
districts
and
student
groups?
So,
in
other
words,
what
we
saw
some
states
doing
during
the
Great
Recession
is
making
cuts
in
their
budget
that
were
funds
targeted
to
low
wealth
communities
or
high
needs
student
groups.
We
would
say:
try
to
avoid
that.
B
Try
to
ensure
that
when
you're
making
the
cuts,
it
isn't
overly
targeted
to
the
highest
need
places
in
your
state
and
that
you're
trying
to
form
some
equity
between
both
districts
and
student
groups
and
are
you
allowing
for
increased
flexibility
in
spending,
which
is
very
important.
It
was
during
the
Great
Recession
any
other
downturn,
but
ensuring
that
that
greater
flexibility
does
not
come
at
the
expense
of
underserved
student
populations,
and
that
means
that
you're
allowing
for
flexibility.
But
let's
say
you
have
an
enter
school
program
or
summer
school
program
and
you're.
B
Saying:
okay,
now
we're
going
to
turn
that
in
there
funding
for
those
programs
into
a
general
grant
that
you
can
use
how
you
want.
That's
then
moved
resources
away
from
from
high
need
kids,
and
we
would
say,
try
not
to
do
that
I'm
trying
to
allow
for
flexibility
but
ensure
that
you
kind
of
put
a
fence
around
those
supports
that
you
have
for
high
needs
student
populations.
B
C
C
We
know
that
states
are
working
through
their
plans
for
the
upcoming
school
year,
both
their
budgets,
as
well
as
the
mechanics
of
how
they'll
reopen
schools
and
doing
so
both
by
grappling
with
the
health
and
safety
aspects
of
this,
as
well
as
core
questions
around
teaching
and
learning.
Over
the
past
few
weeks,
we've
begun
to
see
many
states
start
releasing
their
guidance
about
reopening
to
inform
state
decision
that
is
in
this
area.
Lp
I
analyzed
how
other
have
approached
school
reopening
to
draw
lessons
that
we
could
apply
to
the
u.s.
context.
C
So
we
looked
at
China,
Denmark,
Norway,
Singapore
and
Taiwan,
which
had
schools
open
in
March
and
April
of
2020,
and
so
we
were
able
to
look
at
those
countries
at
the
time
we
conducted
this
research.
A
key
decision
with
implications
for
staffing
is
how
schools
are
going
to
ensure
social
distancing
when
they
reopen
if
they
reopen
in
the
fall,
both
keeping
individuals
at
a
safe
distance
from
each
other
three
to
six
feet
and
reducing
the
number
of
people
with
whom
any
individual
student
or
staff
interacts
with
face
to
face.
C
We've
seen
countries
taking
various
approaches
to
accomplish
social
distancing
in
schools,
including
things
like
reducing
class
size
that
you
see
see
here
in
the
picture
of
students
and
Denmark
keeping
students
in
stable,
homeroom
growth
grouping,
so
that
they're
in
a
social
bubble.
If
you
will,
with
a
teacher
and
rather
than
having
students,
move
between
classrooms,
they
stay
in
place
with
a
single
teacher
or
maybe
at
the
high
school
level,
a
teacher
coming
in
as
well
or
using
staggered
school
schedules
so
that
fewer
students
attend
school
at
a
time.
C
C
We
have
seen
a
really
dramatic
packs
in
the
education
sector
already
and
the
potential
budget
impact
of
budget
cuts
on
teacher
layoffs
are
quite
staggering,
and
yet,
if
schools
are
to
reopen
social
distancing
will
likely
need
to
be
a
core
piece
of
the
puzzle,
depending
depending
on
how
states
and
districts
approach
this
it
may
require
actually
more
teachers
and
other
staff
and
not
fewer
there's.
Also,
the
question
about
the
impact
of
returning
to
school
on
older
staff
or
staff
who
are
immune,
compromised
or
who
live
with
others
who
are
immune
compromised.
C
So
will
we
see
some
of
these
staff
choose
not
to
return
to
school
next
year
or
will
we
see
turnover
decrease
given
the
state
of
the
economy
and
that
there
are
fewer
other
job
opportunities
for
teachers
to
switch
careers?
Will
we
see
a
decrease
in
teacher
turnover,
so
I
will
close
by
saying
we
published
a
column
in
Forbes
a
couple
of
weeks
ago,
where
Linda
darling-hammond,
our
president
shared
a
top
10
list
of
policies
that
could
really
allow
states
to
seize
this
moment.
C
This
Cova
da
meant
to
strengthen
learning
opportunities
both
now
and
in
the
future.
This
is
such
a
critical
moment
for
all
of
us.
Cobit
has
really
launched
us
into
a
new
era
for
education.
We
have
to
think
about
what
school
is
in
deeply
different
ways
and
and
how
we
approach
this
task
really
carries
huge
consequences
for
equity,
I.
Think
it's
something.
We've
seen
lift
it
up
and
that's
top
of
mind
for
the
whole
country
right
now,
so
I
think
the
moment
is
now.
C
If
we
get
it
wrong,
we
risk
risk
widening
opportunity
and
achievement
gaps
in
ways
that
are
gonna
have
really
long-standing
impacts
for
our
society
and
our
economy.
But
I
think
there
are
a
lot
of
opportunities
to
get
it
right
right
now,
and
we
may
finally
be
able
to
achieve
that
just
and
thriving
future
that
we
are
all
seeking
so
Michelle
I'll
turn
it
back
to
you
and
just
want
to
encourage
you
all
to
weigh
in
with
questions
when
we
get
to
that
points,
and
please
reach
out
to
my
car
I.
A
Can
you
tell
us
one
of
the
questions
that
I've
had
is
about
this
notion
that
we've
already
had
a
challenge
with
retaining
teachers
and
what
are
we
hearing
or
what
do
we
know
about
the
number
of
teachers
who
may
make
a
decision
to
just
leave
the
profession
all
together,
given
the
extremely
difficult
circumstances,
they're
asked
to
teach
in
right
now
or
their
exposure
to
cope
it?
Do
we
have
any
sense
of
that
I
know
I've
been
seeing
some
news
articles
about
it,
just
wondering
if
you've
heard
any
more
about
it,.
C
A
A
Yeah,
that
would
be
great.
Thank
you,
so
much
sure
mine.
This
question
comes
to
you
is
from
representative
Santos
in
Washington.
Can
you
provide
any
examples
of
adequate
funding
models
for
mastery
based
or
competency-based
education
versus
seat
time
models?
Now?
This
is
a
burning
question
for
many
legislators
who
are
anxious
to
move
in
that
direction
anyway,
that
this
conversation
becomes
all
the
more
relevant
right
now
so.
B
The
short
answer
is
no
there's
just
really
nothing
that
has
been
done
there.
There
have
been
pilot
programs
that
have
been
tried.
There
are
certain,
you
know,
ideas
that
have
come
up
or
bonus
or
benefit
programs
that
are
sort
of
layered
on
top
of
a
funding
formula,
but
states
really
have
not
been
able
to
crack
this
about.
How
do
we
fund
based
purely
on
mastery
theoretically,
and
what
some
of
the
pilot
projects
tried
to
do
is
say?
Okay,
if
you
graduate
early
or
you
move
forward,
you
can
get
this
and
I.
Take
that
back.
B
You
try
actually
just
have
a
system
and
I
know
he
does
where.
If
you
graduate
early
student
graduates
early
in
Idaho
from
high
school,
then
that
student,
the
school
will
receive
a
partial
payment
for
that
student
and
the
student
can
essentially
receive
some
funding
to
go
on
to
higher
ed
and
that
type
of
program
could
be
used
by
other
states.
But
it's
only
for
seniors
and
it's
only
mastery
in
in
the
sense
of
graduating
early.
It
is
not
something
where
we're
talking
about
a
true
mastery
program
where
you
do
it
throughout
your
entire.
You
know.
B
B
I
know
a
bunch
of
states
are
talking
about
this
or
thinking
about
this
and
I'd
love
to
hear
from
from
the
people
on
the
phone
call.
If
your
state
is
progressing
on
this,
but
it
is
something
that
states
are
looking
at
either
is
a
one-time
waiver
to
say
you
know
we're
not
going
to
count
come
the
fall,
others
are
looking,
others
are
still
kind
of
grappling
with
it
and
it's
all
going
to
depend
on
how
your
state
counts.
B
So
Colorado
here,
for
instance,
is
a
single
school
day
count
and
the
question
is:
how
are
you
going
to
do
that?
Some
places
have
a
single
week
that
they
count
the
fall.
Others
take
it
through
an
average
during
the
year.
Some
of
it
can
be
easily
changed
to
say,
and
you
know
for
this,
your
attendance
will
include
virtual
learning,
but
in
other
cases
it
is
seat
time
where
you
have
to
physically
be
counted.
B
So
you
know
I,
think
they're
struggling
with
that,
and
there
are
some
places
and
I
get
it
where
they
don't
want
to
eliminate
that
altogether
and
if
you
do,
it
can
cause
all
sorts
of
other
problems
right.
If
you
turn
around
and
say
we're
not
going
to
count
any
kids,
then
how
do
you
determine
funding?
You
know
we're
going
to
allow
any
kid
to
be
counted
even
if
they
can
virtually
so
some
of
these
students
might
only
be
attending
you
know,
taking
a
class
or
two
or
something
like
that
and
not
attending
full-time.
D
B
It's
it's
tricky,
but
you
know
I
would
say.
The
probably
easiest
way
is
just
do
a
one-year
waiver
and
then
include
if
they
are
counted
and
attended
online
during
whatever
your
accounting
period.
Is
that
we're
just
this
year?
They
will
count
for
funding
purposes.
You
worry
about
some
I.
Have
this
small
concern
in
some
states,
because
virtual
students
are
counted
differently
and
funded
differently
in
some
states?
C
If
I
can
just
add
on
to
what
Mike
shared
I,
definitely
we've
been
hearing
these
questions
bubble
up
from
states,
I
came
across
my
radar.
The
way
Kentucky
is
tracking
students
right
now
for
their
non
traditional
instruction
periods.
They
have
put
in
place
this
spring
ways
to
track
student
participation
weekly
at
the
the
teacher
classroom
level
and
then
at
the
school
level
in
the
district
level.
A
Thank
you
and
thank
you
to
representative
saniana
from
New
Mexico.
She
writes
I,
have
a
high
school
Matt.
I
am
a
high
school
math
teacher
and
I
do
recall
that
in
hearing
from
my
fellow
teachers
they
believe
no
it's
really
interests.
No
one
is
really
interested
in
their
safety.
We
will
have
anywhere
from
150
to
170.
Kids.
The
odds
are
good
that
someone
in
their
class
is
a
carry
here.
Many
of
our
older
teachers
are
thinking
very
strongly
about
leaving
the
profession.
A
Remember
when
you
use
your
older
teachers
you're
losing
a
wealth
of
experience
and
knowledge.
Many
of
my
constituents
are
grandparents
raising
their
grandkids
and
are
scared
that
their
kids
will
get
exposed
and
bring
the
virus
home.
So
yes
that
definitely
echos
the
concern
that
that
we
are
near
hearing
for
sure.
Okay
at
this
moment,
let's
turn
to
Melinda
and
Melinda,
you
can
go
ahead
and
share
your
screen
and
begin
your
presentation
right.
E
So
good
afternoon,
everyone
and
and
I
really
appreciate
that
last
comment
and
I
think
it's
a
good
lead-in
to
sort
of
what
I
wanted
to
talk
about
today,
which
is
all
about
supporting
those
educators
in
the
classroom
online
wherever
they
may
be
in
the
fall
just
quickly
learning
forward
in
case
you're
not
familiar
with.
It
is
actually
a
membership
Association
that
is
educators,
providing
professional
learning
for
other
educators.
E
E
So
one
of
the
things
that
we've
done
since
the
pandemic
really
broke
broke
out
was
that
we've
started
a
webinar
series
for
our
stakeholder
community.
We
have
about
40,000
educators,
who
we
reach
out
to,
and
one
of
the
things
that
we've
been
saying
is
so
what's
changed
now
for
professional
learning
and
what
educators
need
and
I
would
I
would
argue
that
the
answer
is
not
everything
that
this
isn't
the
time
to
downplay
investing
in
our
educators
and
in
fact,
that
a
system
that
is
around
strong
professional
learning
is
what
educators
are
really
craving
for.
E
So
we
started
this
webinar
series.
We
just
had
our
thirteenth
webinar
yesterday
we've
had
a
tremendous
response
from
educators
and
really
the
focus
is
on
practitioners
supporting
practitioners,
so
we've
had
school-based
district
based
and
state
based
educators
talking
about
where
they
are
right.
At
this
moment
on
their
journey
in
the
pandemic,
we've
made
the
webinars
off
the
record,
and
that
sounds
funny
for
webinars
that
are
available
on
our
website
and
they're
public
to
anybody.
E
But
what
we
really
want
to
do
is
provide
grace
and
space
for
educators
to
be
able
to
come
on
and
talk
about
what
they're
learning,
what
they
need
and
for
those
that
are
willing
to
share
where
they've
had
to
pivot,
where
things
haven't
worked
and
by
making
them
off
the
record.
We
provide
that
space
for
them
to
share
that
kind
of
information.
E
One
of
our
panelists
a
couple
weeks
ago,
talked
about
the
now
normal
and
I
loved
that,
because
one
of
the
things
that
that
we
really
hope
and
Tara
and
Mike-
you
guys
have
said
this
as
well
as
that.
There
are
opportunities
in
this
as
well
as
challenges,
and
so
we
want
to
make
sure
that
we
can
take
the
best
out
of
the
pandemic
and
really
push
push
education
toward
one
where
professional
learning,
where
support
for
teachers,
where
virtual
applications
are
more
readily
available.
So
a
couple
lessons
that
we
learn
from
our
webinars
one.
E
E
I
mean
we.
The
chat
boxes
are
include
cheering
for
our
webinar
panelists.
They
include
ideas
and
resources
and
links
and
strategies,
and
so
that
chat
box
feature
that
ongoing
communication
is
such
an
important
part
of
the
professional
learning.
We
also
know
that
if
we
want
educators
to
try
new
things
and
to
take
risks,
we
need
to
give
that
grace
in
space.
That
I
was
talking
about
a
few
minutes
ago,
again,
not
just
during
the
pandemic,
but
always
through
our
professional
learning.
E
So
what
I
wanted
to
do
today
was
just
to
talk
about
what
educators
need
in
in
this
now
normal
and
so
Michelle
asked
me
really
to
focus
in
three
areas.
One
is
around
professional
learning,
one
around
mental
health
and
one
around
leadership,
and
so
I
just
wanted
to
provide
a
few
ideas
in
each
of
these
areas
and
then
potentially
some
recommendations
for
action
at
the
state
level.
E
I
think
the
main
focus
for
learning
forward,
not
surprisingly
a
professional
learning
Association
is
going
to
say
this
is
the
time
when
we
need
to
be
investing
in
our
educators.
They
are
really
trying
to
figure
out
how
to
do
this
online,
but
more
than
that,
we
really
need
to
think
about
what
they
need
long
term.
How
can
we
embed
the
technology
into
the
professional
learning
that
they're
receiving?
E
How
can
we
make
the
tool
the
vehicle,
but
that
the
content
continues
to
be
those
things
that
we
shared
at
the
beginning
of
this
presentation
around
collaborative
ongoing,
sustained
job-embedded?
So
we
believe
that
much
of
the
expertise
exists
at
the
classroom
level
and
that
we
need
to
make
sure
that
professional
learning
is
developed
in
a
way
that's
aligned
with
schools
and
districts
initiatives.
E
At
the
same
time,
the
vision
that
we
are
looking
for
in
terms
of
professional
learning
has
to
be
research-based.
We
want
to
take
the
elements
that
are
in
the
standards
and
make
sure
that
we're
applying
them
to
high
quality,
professional
learning
and
so,
and
we
need
to
be
looking
at
new
learning
designs.
I
mentioned
a
minute
ago
about
the
technology
being
the
vehicle.
We
really
see
that
the
kinds
of
things
that
we've
shifted
to
in
professional
learning,
coaching
mentoring,
professional
learning
communities,
are
just
further
enabled
by
technology.
E
We
should
be
looking
at
virtual
coaching,
virtual
mentoring,
virtual
profession,
online,
facilitated
platforms
that
encourage
community.
These
are
ways
that
the
technology
can
actually
help
with
the
professional
learning
rather
than
hinder.
One
other
thing
that
I
might
mention
is
that
we
have
been
asked
a
lot
and
Mike
you
mentioned
about
the
flexibility.
E
We
want
to
make
sure
that
there's
a
real
distinction
drawn
between
emergency
stopgap,
training
and
sustained
professional
learning
and
I
should
note
that
learning
forward
really
believes
that
there's
a
place
for
both.
We
know
that
when
the
world
shut
down,
educators
needed
immediate
help
to
understand
how
to
provide
instruction
support
engagement,
community
online,
and
so
we
are
a
hundred
percent
behind
that
stopgap
training
in
the
midst
of
this
crisis.
But
as
we're
all
going
forward
into
this
very
uncertain
future,
we
need
to
be
building
a
professional
learning
framework
that
is
focused
on
the
future.
E
So
taking
those
things
that
we
know
make
for
high
quality
professional
learning
and
making
them
available,
whether
it's
in
an
all
virtual
world,
in
some
sort
of
a
hybrid
model
or
back
in
the
classrooms.
So
the
now
normal
for
a
professional
learning
is
to
use
the
technology
and
to
enhance
the
professional
learning
with
it.
E
Mental
health
is
a
huge
issue
for
teachers
and
students
and
cannot
be
underestimated.
We
really
see
teachers
needs
in
the
area
of
mental
health
as
being
twofold
one.
They
need
to
be
able
to
meet
the
needs
of
their
students
and
two
they
need
to
meet
their
own
health
and
wellness
needs.
So
when
it
comes
to
meeting
the
needs
of
students,
states
and
districts
need
to
prioritize
professional
learning
around
trauma.
E
E
We
also
need
to
make
sure
that
we're
meeting
the
needs
of
teachers,
so
one
theme
that's
been
consistent
through
our
webinar
series
has
been
around
the
teachers,
needs,
support
and
managing
stress.
Thirteen
weeks
later,
the
question
still
comes
up
on
every
single
webinar.
How
do
we
keep
teachers
from
feeling
overburdened?
How
do
we?
How
do
we
help
alleviate
the
stress
on
them?
So
teachers
also
need
support
for
their
own
primary
trauma
and
then
the
secondary
trauma,
which
is
feeling
the
effects
of
the
trauma
that
their
children
are
going
through.
E
One
school
district
in
Sunnyvale
California
that
we've
talked
to
has
created
an
open-door
policy
for
counselors
for
teachers
to
go
in
and
talk
with
the
counselors
at
the
school
level.
In
addition
to
the
students
something
to
think
about.
How
can
we
use
the
school
counselors
that
exist
and
make
sure
that
they're
also
helping
the
teachers
and
the
educators
right
now?
The
national
average
is
400
students
for
every
school
counselor.
E
So
when
we
get
to
those
policy
recommendations
I'm
going
to
come
back
to
this,
because
if
we
then
want
to
also
make
them
available
to
educators,
then
were
even
further
increasing.
That
number
and
educators
need
to
be
encouraged
to
engage
in
self-care.
So
we
did
our
first
webinar
around
mental
health
and
well-being
for
teachers
in
early
April
and
I
really
wasn't
sure
how
many
people
were
going
to
come
on
that
webinar.
E
E
So
we've
been
so
excited
at
learning
forward
to
see
the
many
many
courageous
leaders
that
have
emerged
during
this
pandemic,
and
we
know
that
the
importance
of
school
principals
and
school
leadership
and
district
leadership
has
never
been
more
important,
especially
when
looking
at
the
effects
that
they
can
have
on
student
outcomes.
The
other
thing
that's
happened,
though,
is
that
the
role
of
the
leader
has
become
so
much
more
widely
defined.
It's
been
really
interesting
to
hear
leaders
talk
about
the
phases
that
they
went
through
when
the
pandemic
first
hit.
E
The
very
first
things
they
had
to
focus
on
were
safety,
food
and
access,
so
those
needs
I
heard
one
leader
say:
you'd,
be
amazed
how
much
you
can
get
done
when
your
main
focus
is
food
and
safety,
and
so
we've
seen
amazing
cutting
through
of
red
tape
in
order
to
make
these
things
happen
for
the
students.
But
then,
once
those
needs
were
met,
they
were
the
primary
point
of
contact
for
for
the
children,
for
the
teachers
for
the
parent
community
for
the
business
community.
E
So
the
demands
have
been
enormous,
and
so
I
would
say
that,
like
educators,
one
of
the
biggest
supports
that
we
can
provide
to
leaders
is
the
same
kind
of
professional
learning
that
we
know
that
educators
need
so
ongoing,
sustained
collaborative
professional
learning
for
leaders.
Almost
every
state
has
adopted
some
form
of
leadership
standards
into
law,
but,
as
you
know,
it's
the
implementation
of
that
professional
learning
that
is
so
challenging,
and
so
during
this
pandemic
we
need
to
look
at
the
content
of
what
needs
to
be
delivered
in
that
professional
learning.
E
So,
just
a
couple
of
thoughts
about
sort
of
what
all
this
means.
I
would
say
that,
as
we
look
at
recommendations
at
the
state
level
that
there
are
really
three
areas
that
I
would
I
would
mention,
and
those
are
funding,
of
course,
flexibility
and
communication.
So
I
really
appreciate
it.
Mike's
advice
around
flexibility
and
I
think
this
is
an
incredibly
important
piece
and
I
want
to
echo
him
to
say
that
allowing
for
flexibility,
but
not
at
the
expense
of
underserved
populations.
So
thank
you
for
that
reminder.
E
Mike
and
I
put
that
at
the
top
of
a
top
of
this
information,
but
I
think
that,
in
response
to
the
pandemic,
there's
been
acknowledgement
that
money
needs
to
get
out
quickly,
that
there
has
to
be
maximum
flexibility
for
what
those
dollars
can
be
used
for,
and
we're
really
supportive
with
that.
But
we
also
encourage
state
legislators
and
Education
Agency
staff
to
think
about
resources
that
are
available
at
the
state
level
and
how
they
might
be
repurposed
to
support
educators.
More
broadly,
we
want
to
make
sure
that
states
are
oops
I'm
on
the
wrong
slide.
E
I'm.
Sorry,
my
pages
are
upside
down.
Sorry
funding
sorry
yeah,
as
you
heard
from
LPI,
the
demands
and
the
financial
burden
on
education
are
huge
and
there
is
the
burden
on
what
school
systems
need
to
be
able
to
open
in
any
format
in
the
fall
is
huge
from
stuff,
including
PPE
devices.
Internet
hotspots
to
people,
including
salaries
and
support.
There
are
so
many
needs
and
funding
is
critical.
E
So
we
were
pleased
to
join
with
LPI
back
in
May
to
send
a
letter
to
Congress
asking
for
funding
to
be
sure
to
be
called
out
for
professional
learning
and
support
for
educators.
Our
recommendation
is
that
for
every
dollar
invested
in
supporting
technology,
there
should
be
an
equal
dollar
invested
for
supporting
educators,
because
educators
are
really
the
linchpin
for
success
in
this
now
normal
and
whether
fully
online
or
in
hybrid,
it's
educators
that
are
going
to
make
that
equipment
and
that
technology
investment
really
have
meaning.
E
The
funding
needs
to
be
for
professional
learning,
that's
job,
embedded
and
collaborative,
and
we
also
need
to
invest
in
school
counselors
to
make
sure
that
we
can
meet
those
mental
health
needs
of
all
of
our
educators
and
our
students
and
then
flexibility.
So
this
is
where
we
need
to
make
sure
that
schools
and
districts
can
have
the
flexibility
to
to
take
the
dollars
toward
the
things
that
they
need
the
most.
E
This
is
a
chance
for
us
to
think
about
funding,
both
federal
and
state
and
how
it
can
be
braided
together
in
a
way
that
is,
makes
state
make
schools
able
to
be.
There
needs
to
be
met.
We've
been
thinking
a
lot
about
PTO.
Are
there
ways
that
we
can
revisit
personal
and
sick
leave
time
definitions?
What
what
constitutes
a
sick
leave
day,
and
how
can
we
encourage
educators
to
take
that
time
for
mental
health?
That
we
know
is
so
important,
and
then
this
idea
around
professional
learning,
communities
and
networks.
E
This
isn't
so
much
a
legislative
priority
as
it
is
a
signal
and
a
bully
pulpit
that
you
all
have
so
one
of
the
most
important
things
is
to
be
communicating
early
and
often
and
in
support
of
educators,
acknowledging
the
importance
of
mental
health
and
well-being,
building
your
leadership
and
your
educator
workforce
and
braiding
the
and
leveraging
state
and
federal
dollars
toward
those
flexible
needs
that
we
know
that
educators
need.
So.
A
Inky
Melinda
that
was
really
really
helpful
to
give
us
a
window
into
the
work
that
you
all
have
been
doing
and
also
to
those
policy
recommendations.
So
I
just
posted
a
question
to
everybody:
I'd
love
you
to
either
answer
in
the
chat
box
or
unmute
yourself
to
answer.
How
are
these
recommendations
about
the
LPI
and
Melinda
made
landing
with
you?
Do
you
agree
with
them?
Do
you
disagree?
Do
you
think
the
hits
these
are
things
that
you
could
consider
or
they
just
not
on
the
table
right
now
for
you?
A
So
if
you
could,
let
us
know
that
either,
as
I
said
either
type
your
answer
in
the
chat
box
or
unmute
yourself
in
the
meantime,
I
have
a
question
from
Melinda,
so
Melinda
we
have
just
really
been
curious.
How
is
it
that
legislators,
thankfully
teachers,
are
trying
to
get
up
to
speed
on
teaching
in
this
new
virtual
platform?
Have
you
all
been
able
to
provide
advice
for
them
on
what
works?
Well,
what
doesn't,
who
do
they
have
good
resources?
E
You
know,
I,
don't
know
that
there's
one
source
for
the
right
way
to
do
professional
learning,
but
what
we
have
been
trying
to
do
is
to
provide
different
district
and
school
perspectives
on
what
they're
doing
to
support
their
teachers
and
we're
seeing
educators.
Saying
I
can't
wait
to
take
that
back
and
use
that
in
my
school
or
my
district,
so
I
think
it
really.
It
runs
the
gamut.
A
E
Know
I
think
they're
tired
because
it
came
on
so
so
hard
and
fast
and
I
think
that
all
of
them
are
looking
forward
to
some
time.
I
haven't
met
an
educator,
yet
that
isn't
looking
for
some
time
to
regroup
this
summer,
but
I
have
not
heard
any
of
them
say
that
they
wanted
to
dump
this
all
together.
I
think
they've
invested
too
much
at
this
point
in
in
getting
as
far
up
to
speed
as
they
can
and
I
think
that
the
future
is
too
uncertain,
even
if
they
go
back
to
school
in
the
fall.
E
Many
of
them
think
that
they're
gonna
go
back
to
school
and
then
find
themselves
online
again
after
a
second
wave
of
the
pandemic.
So
so
I
would
say
to
educators
are
motivated
to
get
better
at
this
technology
delivery
because
they
see
it
as
a
as
a
necessary
part
of
their
profession,
going
forward.
Mm-Hmm.
A
E
So
I
I'm
happy
to
to
take
a
shot
out,
but
I
would
welcome
my
LPI
colleagues,
who
I
think
are
really
well
equipped
to
help
with
this
one
as
well,
but
I
think
that,
right
now
the
flexibility
I
think
that
the
window
is
open
for
flexibility
right
now
and
that
the
accountability
procedures
have
been
largely
been
put
on
hold
and
that
states
and
districts
are
gonna
have
to
sort
of
take
that
flexibility.
Well,
it
exists
to
to
figure
out
how
to
move
this
forward
Matt.
D
I
am
surprised
that
in
fact,
they've
held
up
the
cares,
Money
Act,
so
my
districts,
all
295
of
them
in
the
state,
have
not
received
a
single
dime
of
their
cares
act
money
because
of
it
and
so
I'm
very
concerned
that,
while
I
agree
with
you
melinda
and
my
catarrh,
this
flexibility
is
a
really
an
opportunity.
That's
dropped
into
our
laps
and
yet
I'm.
Finding
that
that
NCLB
mentality
has
such
an
iron
grip
on
people's
attitudes
that
I'm
having
a
hard
time
breaking
through
and
so
I'm
just
asking
for
help.
That's
all.
B
So
you
know,
you've
got
a
unique
situation
in
Washington.
I
can't
tell
everything
going
on,
but
part
of
it
is
you
have
the
court
ruling.
That's
you
know,
mandated
increased
funding
for
students
and
increased
equity
within
your
funding
formula,
but
there
are
others
and
to
say
that
the
schools
are
receiving
tremendous
savings
from
what
has
happened.
The
cases
eighty
percent
in
general
of
education
spending
goes
to
salaries
and
benefits.
B
There
are
some
jobs
that
could
be
trimmed
like
additional
bus
drivers
or
some
people
who
work
within
the
school
as
aides
and
things
like
that,
but
generally
on
that
you're.
By
far
your
biggest
line
item
you're
not
going
to
have
much
savings
without
reducing
services
that
you
provide.
Then,
when
you
look
at,
where
is
the
cost
savings?
You
could
say
transportation,
but
transportation
is
generally
about.
B
E
A
Would
also
add
that
we
are
planning
to
include
a
discussion
between
legislators
and
school
leaders
working
with
a
ESA
during
our
education
chairs,
meeting
that
we're
gonna
host
this
summer,
because
we
know
that
legislators,
I'm
sure
have
a
lot
of
questions
for
school
leaders
and
school
leaders
have
a
lot
to
say
to
legislators
right
now.
So
this
will
be
a
good
opportunity
for
you
to
have
that
dialogue
and
get
to
the
bottom
of
what
those
district
budgets
truly
are
I
want
to
thank
everyone
for
their
time
today.
A
I
would
mention
that
the
virtual
meeting
that
we
have
coming
up
on
Tuesday
is
very
relevant
and
very
timely
in
this
particular
situation.
I
just
wanted
to
mention
that
on
Tuesday
we
have
dr.
Sara
Lee
from
the
CDC
and
Randi
Weingarten
from
AFT,
who
will
be
joining
us
on
the
Rio
pening
of
schools
and
the
guidance.
Of
course,
CDC
has
issued
their
guidance
if
she
has
their
guidance.
A
That
I
think
is
a
little
more
centralized
on
concerns
about
teachers
and
both
will
share
with
us
the
guidance
and
as
well
the
things
that
we
need
to
really
be
keeping
our
eye
on.
As
we
see
districts
making
these
decisions
about
reopening
schools,
I
think
everyone's
kind
of
waiting
with
bated
breath
to
find
out
what's
going
to
happen
in
these
school
districts
and
right
now
is
a
time
when
there's
lots
of
conversations
going
on
in
this
school
just
strikes.
So
it
would
be
great
to
hear
from
both
CDC
and
aft
later
that
week.
A
June
26
will
be
focused
on
evidence-based
policymaking,
with
the
new
director
of
NCSL
Center.
So
thank
you
for
joining
us
and
we
appreciate
the
time
that
the
speakers
have
shared
with
us
and
the
time
they've
taken
out
of
their
busy
schedule
to
share
their
expertise
with
you.
And
we
will
look
forward
to
seeing
you
back
here
on
Tuesday.