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From YouTube: COVID-19: Lessons Learned from Around the World
Description
Anthony Mackay and Nathan Driskell from the National Center on Education and the Economy provide insights on how international school systems are educating students during the pandemic. June 2, 2020.
A
Good
afternoon,
everyone
thank
you
so
much
for
joining
us
for
today's
virtual
education
meeting.
Today
we
are
going
to
focus
on
lessons
from
around
the
world.
We've
had
a
lot
of
interest
in
what's
going
on
in
schools
in
other
countries,
and
we
have
with
us
today
two
experts
who
are
going
to
give
us
a
little
bit
of
insight
into
how
they're
managing
their
school
systems
during
the
pandemic
and
what
we
might
glean
from
that
and
what
lessons
we
might
learn.
A
Just
as
a
reminder,
the
protocols
for
today's
virtual
meeting
are
listed
there
I'm.
First
of
all,
please
join
us
by
video.
Please
don't
shut
off
your
video
screen.
We
love
to
see
your
faces.
It
definitely
makes
it
feel
more
like
an
in-person
meeting
and
also
be
sure
to
type
your
phone
name
in
your
tile
in
your
box,
and
we
want
to
make
sure
that
we
know
who's
available
and
who
is
joining
us.
A
Please
make
sure
that
you
don't
share
your
screen
Andy
under
any
circumstances.
That's
just
for
those
of
us
who
are
presenting
and
just
a
reminder
that
the
meeting
will
be
recorded
and
it
is
archived
on
our
website.
The
link
is
there
on
that
slide
and
we
will
also
include
a
number
of
other
resources.
A
So
I'm
gonna
go
over
the
agenda
for
today's
meeting
first
of
I'm,
going
to
introduce
our
speakers
and
then
they're
going
to
talk
with
us
about
the
lessons
that
we're
learning
from
school
systems
around
the
world
in
this
pandemic.
But
before
we
get
started,
I
am
going
to
ask
you
to
respond
to
a
couple
of
questions.
A
A
One
would
be
I
have
not
read
or
heard
much
about
this
three
is
I've
heard
a
bit,
but
not
exactly
sure
how
they
are
handling
education
and
five
I
have
heard
and
read
quite
a
bit
about
this
and
then
the
second
question
gives
you
an
opportunity
to
indicate
what
are
your
most
important
areas
of
interest
with
regard
to
how
other
countries
are
adjusting
the
pandemic.
So
I'm
just
going
to
give
you
just
a
few
seconds
to
respond
to
the
poll
and
then
I
will
give
you
the
results.
A
So
just
so,
you
know,
most
folks
are
saying
that
they've
heard
a
little
bit
about
it,
but
aren't
exactly
sure
how
it's
being
handled
supposed
to
be
a
great
opportunity
for
our
speakers
to
be
able
to
share
additional
information
and
fill
in
some
of
those
gaps.
For
you
and
then
most
respondents
are
wanting
to
know
about
how
they
handled
distance
learning,
whether
and
how
they're
planning
to
go
back.
A
A
A
Anthony
McKay,
who
is
the
CEO
and
president
of
NC,
EE
and
Tony,
was
definitely
involved
throughout
part
of
it
because
he
was
working
as
a
consultant
at
the
time
and
was
doing
some
pretty
deep
work
in
Kentucky
actually
to
make
some
changes
based
on
international
comparisons,
and
now
Tony
is
the
new
CEO
and
president
of
NCE
Tony
is
joining
us
from
Australia
and
it's
5:00
a.m.
there.
So
please
be
sure
to
thank
him
for
getting
up
early
and
sharing
his
time
with
us.
A
C
So
he
said,
let
me
host
an
activity
in
New
York,
in
which
we
bring
together
ministers
of
Education
and
teacher
union
leaders
and
have
a
real
dialogue
about
teacher
policy
that
could
really
advance
our
collective
work.
So
we've
just
had
the
tenth
gathering,
which
colleagues
was
a
virtual
gathering
for
obvious
reasons,
and
it
involved
something
of
the
order
of
twenty
jurisdictions,
twenty
countries,
all
of
whom
are
oacd
countries
within
the
OECD,
and
we
had
a
three-hour
seminar
that
concluded
about
three
hours
ago.
So
Michelle.
C
The
question
about
early
in
the
morning
is
now
something
that
I'm
not
clear
about
I'm,
not
absolutely
convinced
and
I
know
it
is.
However,
it
does
mean
that,
as
enter
this
conversation
today,
it
is
fresh
from
the
conversation
of
ministers,
education,
union
leaders
and
many
observers
from
around
the
globe
who
are
part
of
the
OECD
country,
Network
and
so
I'm,
going
to
bring
you
just
a
couple
of
messages
from
that
very
forum
and,
as
you've
said,
Michelle
will
circulate
a
couple
of
documents
that
have
just
been
released.
C
C
We
are
very
close
friends
and
colleagues
and
have
been
working
together
now
for
a
number
of
years,
and
the
poll
that
you've
just
taken
indicates
that,
whilst
there
is
both
are
familiar
ization
or
at
least
some
familiarity
with
the
international
work
that
is
going
on,
it's
often
I
think
through
agencies
like
oacd
UNESCO,
the
United,
Nations,
World,
Bank
whole
range
of
other
connections
that
people
will
have
on
this
call.
Obviously,
legislators
across
the
country
have
got
their
own
networks
and
relationships
with
other
jurisdictions
and
I
know
that
people
are
obviously
globally
connected.
C
We
have
been
wanting
to
make
sure
that
that
connection
is
one.
That's
been
made
systemic
through
our
research
and
analysis
over
30
years.
So
what
can
we
learn
from
high
performing
education
systems
across
the
globe
and,
of
course,
as
soon
as
I
say
that
the
definition
of
high
performing
tends
to
at
the
moment
be
associated
with
the
Pisa
results
that
we
have
every
three
years
that
are
administered
across
the
OECD
countries,
around
literacy
and
numeracy
science
and
now
a
range
of
other
innovative
domains?
Testing
at
the
age
of
15,
which
gives
us
a
snapshot?
C
And
then,
of
course,
we
have
what
Gesser
trends
now
that
we've
been
administering
Pisa
over
the
best
part
of
20
years
means
that
we've
got
a
lot
of
information
about
how
young
people
are
fearing
across
these
jurisdictions.
According
to
a
particular
set
of
metrics
and
we've
been
wanting
to
try
and
analyze
the
features
of
these
high
performing
education
systems
and
to
analyze
it
in
ways
that
can
be
applicable
to
the
u.s.
to
states
and
districts
across
the
US.
C
Now,
as
soon
as
I
say
that,
obviously,
as
no
time
to
lose
has
argued,
you
do
not
do
some
kind
of
rough
translation
from
other
contexts,
with
different
cultures,
with
different
histories
with
different
politics
and
different
social
conditions,
and
believe
that
that
translation
can
be
appropriate
within
a
a
u.s.
context.
C
But
there
are
common
features
which
are
appropriate
and,
of
course,
no
time
to
lose
was
a
report
that
identified
exactly
those
common
elements
and
argued
strongly
for
an
approach
to
the
way
in
which
we
tackle
our
own
work
here
in
the
US
to
be
a
system
oriented
approach.
Now,
as
soon
as
we
talk
about
systems,
we're
talking
about
what
I
think
we're
identified
as
being
the
key
features
and
I
won't
go
through
those
in
any
detail.
C
Except
to
say,
we
know
that
if
we're
going
to
have
a
high-performing
system,
we
need
to
tackle
it
from
the
early
years
through
to
what
we
see
as
being
the
crucial
transition
from
the
more
senior
years
of
high
school
through
to
further
study
and
work
and
before
Kove
at
19.
The
argument
would
have
been:
how
do
you
get
the
highest
performing
learning
system
that
will
graduate
young
people,
as
we
have
always
talked
about
it?
Being
college
and
career
ready?
C
That
will
give
us
the
strength
and
the
courage
and
give
us
a
way
in
which
we
believe
we'll
be
able
to
make
not
only
our
own
place
here
sustainable,
but
obviously
we
want
a
sustainable
planet
just
to
lift
the
odds.
Now.
All
I'm
wanting
to
put
point
out
here
is
that
I
think
we
can
learn
from
each
other,
and
if
we've
ever
known
that
we've
been
connected,
we
know
it
now.
We
know
it
because
of
covert
19.
C
We
are
absolutely
connected
across
our
own
jurisdiction
but
across
the
geographies,
so
we're
hoping
that
the
work
that
we've
been
doing
with
you
and
will
continue
to
do
with
NCSL
will
mean
that
we
can
design
learning
systems
that
will
be
more
adequate
and
more
fit
for
purpose.
Obviously,
we
have
two
major
objectives
at
the
National
Center
on
education
and
the
economy
and
note
it
does
combine
education
and
the
economy.
It
is
the
future
of
learning
in
the
future
of
work
that
all
of
us
know
is
going
to
be
so
vital.
C
So
a
lot
of
our
work
is
in
the
area
of
executive
development,
of
how
we
can
ensure
that
we
have
got
leaders
of
learning
that
will
really
make
sure
that
our
systems
are
fit
for
purpose.
The
second,
of
course,
is
actually
what
we
were
doing
with
you
Michelle
and
all
of
those
who
joined
us
for
the
first
cohort
of
the
ncsl
study
no
time
to
lose,
and
that
is
about
getting
policies
into
place
that
we
believe
will
really
make
a
difference.
C
I
guess
many
people
on
this
call
will
know
that
we've
been
working
in
different
states
and
districts
in
relation
to
both
leadership
and
in
relation
to
policy
work.
Maryland
is
probably
the
most
recent
and
the
most
advanced
in
terms
of
applying
all
of
the
elements
of
what
we
see
as
high-performing
systems,
but
we
know
other
states
are
absolutely
moving
in
that
direction.
C
So
we
are
delighted
about
our
partnership,
obviously,
and
the
potential
for
an
ongoing
partnership
that
will
mean
that
more
and
more
of
us
are
sharing
this
work
and
by
the
way
when
I
say
sharing
I
mean
co-creating
the
work.
This
is
not
something
where
you
just
simply
bring
a
formula.
This
is
something
where
everybody
on
this
call
knows
that
we
would
need
to
do
this
together
and
we
are
doing
it
together.
So
look,
let
me
just
say
two
other
quick
things
and
then
Pastor
Nathan.
C
Coming
from
that
forum
of
international
experience,
there
were
some
36
countries
that
have
just
undertaken
a
major
third
survey
and
I
will
send
that
report
to
you
and
it's
it's
one
that
has
been
undertaken
in
cooperation
between
OECD
Harvard,
the
World
Bank.
It's
just
been
released.
It's
called
schooling,
disrupted
schooling
rethought
how
the
covert
19
pandemic
is
changing
education
and
given
the
way
which
people
responded
to
your
questions.
It
goes
to
the
very
heart
of
all
of
those
questions.
C
There's
another
report
that
I'll
also
circulate
that
has
been
released
by
Education
international,
and
that
is
of
course,
the
organization
that
is
the
is
the
mental
organization
for
every
education
union
across
the
globe.
So
this
is
the
special
relationship
and
I
want
to
just
point
out
a
couple
of
things
that
have
emerged
as
the
principles
under
which
we
should
see
the
reopening
of
schools,
and
we
know
by
the
way
that
the
language
that
people
have
used
has
been
fascinating,
because
some
have
talked
about
the
suspension
of
classes.
C
That's
the
language
you
hear
in
Singapore,
and
others,
of
course
have
talked
about
school
closures.
So
the
question
about
what
is
the
extent
of
reopening
depends
upon
what
was
the
extent
of
closure
and
I'll
say
something
more
depending
upon
the
nature
of
the
questions
and
Nathan's
presentation
that
we
are
now
learning
from
each
of
these
36
countries
that
have
been
surveyed
that
what
are
their
plans
about
reopening?
C
What
do
they
see
as
being
the
absolutely
essential
questions
around
health
and
safety
and
will
be,
what
do
they
see
as
being
the
strategies
that
will
help
them
to
ensure
that
the
support
for
teachers
is
there
and
that
the
instructional
resources
are
there?
So
all
of
that
we
can
talk
about
and
Nathan
will
in
relation
to
a
number
of
jurisdictions.
But
let
me
just
say
this:
as
I
pass
over
to
Nathan.
C
There
are
five
areas
that
education,
international
identified
and
they're
worth
just
thinking
about,
as
we
go
to
reopening
in
whatever
form-
and
we
know
now
that
we're
not
going
back
to
the
old
normal.
Whatever
language
you
want
to
use
the
new
abnormal,
the
new
normal
whatever
it
is.
We
know
that
there's
going
to
be
elements
here
of
hybrid
and
blended
approaches,
and
so
the
concern
about
digital
online
distance
learning
is
going
to
continue
to
be
crucial.
C
But
we
need
to
do
that
in
a
way
where
we
believe
that
it
is
educationally
sound
that
learning
will
take
place
and
that
the
pedagogy
that
are
associated
with
it
will
ensure
that
we
get
deep
learning.
Otherwise,
people
are
arguing.
This
is
going
to
be
a
substitute
for
something
less
adequate
and
classroom,
but
the
five
points
that
this
survey
has
made
clear:
one
don't
do
this
without
engaging
in
serious
dialogue,
and
that
means
serious
dialogue
with
families
with
the
community
with
the
profession
with
government.
C
C
Let
me
give
you
one
statistic
that
came
from
a
survey
that
was
done
here
in
Australia
just
last
week.
We
thought
we
have
between
15
and
20
percent
of
young
people
at
the
age
of
15
in
categories
of
what
we
would
regard
as
being
vulnerable
or
at
risk.
We've
identified
35
to
40
percent
double
the
number
who
are
at
risk
now.
That,
actually
is
the
revelation
that,
to
some
extent,
has
been
hidden.
C
We've
always
understood
that
equity
is
the
big
game,
but
this
covert
19
has
revealed
that
in
ways
that
you
simply
cannot
escape,
and
we
know
now
what
the
consequences
are
of
that
continuing
situation
for
our
social
and
emotional
physical
will,
being
quite
apart
from
economic
prosperity.
Fourth
support
physical
and
emotional
well-being
in
recovery,
and
a
quick
word
to
say,
everybody's
been
preaching
the
gospel
of
social
and
emotional
learning.
It's
been
rhetoric.
All
of
these
countries
are
saying
they
have
not
been
serious
about
that.
Well,
actually,
I
think
the
US
has
been
serious
about
this.
C
The
intensity
of
work
around
social
and
emotional
learning
across
districts
and
states
in
the
last
four
or
five
years
has
been
probably
more
intense
across
the
u.s.
that
it
has
been
many
other
geographies,
but
to
make
it
clear
that
that's
a
precondition
for
the
kind
of
cognitive
learning
that
we
want.
The
research
is
not
out
the
research
is
in.
We
know
what
the
connections
are.
This
is
not
something
that's
nice
to
have.
C
If
there's
one
thing
that
came
out
of
the
three
hours
together
with
20
jurisdictions
from
ministers
and
teacher
union
leaders-
and
this
was
coming
from
ministers-
so
secretaries
of
Education-
that
they
have
been
amazed
and
they
shouldn't
have
been,
but
they
have
been
amazed
at
the
capacity
of
the
profession
to
respond
to
this
crisis,
maybe
less
amazed
and
more
in
the
territory
of
we
are
absolutely
clear
about
the
role
of
the
profession
in
leading
this
work.
Of
course,
they
need
to
be
supported.
C
Of
course,
we
need
to
have
policies
that
actually
are
the
conditions
for
the
work
that
is
undertaken,
but
the
profession
has
actually
received
a
kind
of
recognition
and
the
status
that
we
have
been
arguing
for
for
years.
Now,
that's
not
to
say
that
we're
there,
but
we
do
know
that
the
partnership
that
needs
to
take
place
is
actually
now
on
display
across
the
u.s.
across
states
and
districts
and
across
the
globe.
So
with
that
I'm
going
to
pass
to
Nathan.
B
Thank
you
Tony
good
afternoon,
everyone,
as
Michelle
said,
my
name
is
Nathan.
Driscoll
I
worked
closely
with
both
Tony
and
Michelle
for
many
years
now,
and
it
is
my
team's
responsibility
to
take
the
lessons
learned
that
we
that
we
are
figuring
out
from
all
of
these
high-performing
systems
around
the
world
and
translate
them
for
state
policymakers
in
the
United
States
to
enable
them
to
make
policies
that
would
allow
them
to
match
the
best,
the
most
excellent,
equitable
and
efficient
systems
in
the
world.
B
So
today,
I
really
want
to
talk
to
you
about
the
questions
that
have
been
bugging
me
since
our
workplaces
and
our
social
spaces
shut
down
about
three
months
ago.
After
taking
the
transition
to
full-time
distance
work,
taking
stock
of
all
of
that,
our
team
really
came
together
and
asked
ourselves
how
we
could
be
helpful
in
helping
policymakers
really
make
connections
around
the
globe
and
learn
from
what
other
systems
are
doing
to
confront
this
crisis,
and
we
asked
ourselves
three
questions
and
I
think
there
are
three
questions
that
are
relevant
for
this
group
today.
B
B
Mandates
around
social
distancing
are
going
to
ensure
that
students
are
going
to
be
learning
from
home
in
some
circumstances
into
the
fall,
and
we
really
needed
to
do
a
lot
of
not
just
just-in-time
work,
but
also
work
over
the
course
of
the
next
year
to
help
school
systems
be
prepared
for
what
that
looked
like.
So
we
asked
ourselves:
have
other
countries
been
more
successful
in
transitioning
to
distance
learning,
specifically
the
high-performing
systems
that
NC
focuses
on,
and
we
found
out
through
a
range
of
metrics
that
I'll
talk
about
that?
B
B
There
are
a
lot
of
people
that
are
itching
to
get
back
to
school
right
now,
but
I
think
it's
worth
acknowledging
the
ways
in
which
this
pandemic
has
reaffirmed
the
value
of
place-based
schooling,
even
as
it
has
challenged
us
to
think
differently
about
the
future.
So
I'm
gonna
run
through
these
very
quickly.
But
schools
are
a
major
tool
in
our
toolbox
to
drive
towards
the
goal
of
equity.
They
serve
as
social
service
hubs.
They
serve
as
community
centers.
B
They
serve
as
places
where
students
can
be
safe
and
warm
and
get
warm
meals
and
build
trusting
relationships
with
adults
and
they
help
too.
They
also
help
to
inculcate
all
students,
not
only
those
that
face
severe
disadvantages
into
into
social
settings.
They
enable
young
people
to
play
and
disagree
and
debate
and
learn
to
reach
consensus
and
work
in
teams.
B
They
promote
strong
pedagogy
one
of
the
things
that
we're
seeing
is
that
there
is
a
lot
of
really
exciting
work
going
on
around
the
world
to
use
technology
to
promote
learning
in
really
exciting
ways.
In
virtual
environments,
there
are
ways
that
parents
can
be
engaged
to
promote
learning
in
the
home
or
in
community
settings
that
are
very
exciting,
but
there
are
also
subjects
and
grade
levels
and
skills
and
topics
that
are
best
handled
by
a
teacher
working
with
students
and
I
think
that's
really
caught.
B
This
pandemic
has
really
caused
all
of
us
around
the
globe
to
take
stock
of
which
of
which
is
which
schools
are
places.
That
measure
readiness-
and
this
is
this
shorthand-
encompasses
a
few
different
kinds
of
things.
They
enable
experts
to
assess
whether
students
are
qualified
to
move
on
to
the
next
level
of
education.
B
They
enable
experts
to
assess
whether
teachers
need
help
or
are
prepared
to
be
teaching
the
skills
that
they
are
teaching
effectively
and
they
enable
entire
systems
to
measure
system
progress
in
in
ways
you
know
in
in
congregations
that
are
really
important
for
assessment,
so
these
are
not
things
that
can
you
can
replace?
And
last
you
know
we
are
the
National
Center
on
Education
in
the
economy.
B
We've
been
talking
about
the
intersection
of
Education
and
our
economic
system
for
a
long
time
now,
I
never
thought
I
would
have
to
say
that
this
has
really
made
us
think
about
how
schools
are
invaluable
for
letting
parents
work.
Even
those
parents
who
are
privileged
enough
to
be
able
to
work
from
home
100%
of
the
time
cannot
monitor
and
support
learning
and
do
their
jobs
in
ways
that
are
effective.
B
Don't
think
we
love,
but
but
students
who
have
not
been
attending
virtual
learning
sessions
they've
also
been
prioritizing
students
with
specific
needs.
That
may
be
less
obvious
to
those
of
us
on
this
webinar
many
have
prioritized
career
technical
education
students
because
they
recognize
that
certifying
skills
in
the
workplace
actually
requires
a
form
of
work
based
learning
to
go
to
others
have
prioritized
or
students
in
early
childhood
settings
or
students
who
are
at
key
transition
points.
B
So
students
who
need
to
pass
graduation
exams
in
order
to
qualify
for
attendance
to
university
will
go
back
sooner
than
others.
Systems
are
pairing
that
form
of
prioritization,
of
learning,
for
certain
student
groups,
with
creative
scheduling,
so
almost
all
are
having
either
students
go.
One
group
of
students
go
in
the
morning
and
one
go
in
the
afternoon
or
students
alternate
Tuesdays,
Thursdays,
Mondays
Wednesdays,
that's
true
across
all
systems,
and
many
systems
are
looking
at
new
uses
of
space
and
out
of
classroom
learning.
Sometimes
that
means
virtual.
B
Sometimes
that
means
thinking
creatively
about
what
forms.
What
subjects
is
a
form
of
pedagogy
that
uses
a
large-scale
lecture
hall
actually
appropriate
for
high
school
students?
There
may
be
some
cases
where
that
is
appropriate
and
we
can
use
that
some
are
partnering
with
communities
community
spaces
to
hold
schools
in
those
spaces.
B
There
will
be
spikes,
and
so
there
will
be
a
need
to
think
really
creatively
across
the
summer
about
how
we
can
better
prepare
us
teachers
to
use
technology
to
promote
distance
learning,
so
that
letter
team
to
ask
ourselves
what
are
the
features
of
high
quality
distance
learning
systems
around
the
world
that
enable
them
to
be
high
quality.
That
US
policymakers
could
learn
from
first-
and
this
is
probably
the
most
familiar
to
a
u.s.
audience-
is
that
all
of
these
systems
have
hubs
for
learning
materials
and
data
platforms
to
enable
them
to
track
student
data.
B
What
does
distinguish
these
systems
is
that
those
hubs
are
centralized,
so
they
follow
students
over
the
course
of
their
career,
they're,
managed
by
one
agency,
they're,
not
managed
by
individual
schools
or
school
districts.
These
systems
all
have
common
curriculum
frameworks
with
clear
learning
goals
and
anyone
who
has
read
the
no
time
to
lose
report
or
if
we
have
any
participants
from
the
study
group
on
this
call,
will
be
very
familiar
with
this
concept.
B
What's
key
is
that
those
learning
goals
enable
every
teacher
to
have
a
shared
understanding
of
where
their
students
should
be
going,
but
they
also
suggest
very
specific
activities
for
every
learning
goal
for
every
class
and
those
activities
can
be
online
and
offline.
These
frameworks
are
not
written
to
a
level
of
specificity
that
teachers
are
required
to
use
one
set
of
materials,
but
they
do
provide
teachers
with
a
toolkit
and
a
very
clear
indicator
of
what
is
appropriate
to
where
it
is
appropriate
to
use
online
tools.
B
What
online
tools
the
system
experts
have
determined
are
best
and
which
are
less
effective,
related
to
that.
They
have
very
clear
standards
for
curating
that
digital
learning
materials,
whether
that's
worksheets,
or
something
as
advanced
as
simulated
science
experiments
online
teachers,
know
what
learning
materials
they
can
use.
That
has
been
determined
to
be
directly
linked
to
their
curriculum
frameworks
and
be
of
high
quality
to
meet
a
specific
target.
B
What
they
were
not
doing
was
doing
what
they
would
normally
do
in
an
in-person
classroom
setting
anyway
and
moving
it
directly
onto
zoom,
because
people
know
that
that
doesn't
necessarily
promote
on
quality
pedagogy.
A
related
policy
policy
to
that
is
that
all
of
these
systems
have
existing
structures
and
time
for
distance
learning
that
have
already
been
built
into
place.
So
in
in
some
jurisdictions.
They
call
them
disaster
preparedness
days,
which
is
a
bit
of
a
funny
term
to
us,
but
that
in
others
it's
just
work
from
home
days
for
kids.
B
The
last
point
is
a
possibly
very
broad
and
nebulous
point
to
end
on
that.
In
some
ways
is
very
rooted
in
culture,
but
all
of
the
systems
that
we
work
with
have
a
deep
societal
trust
in
technological
infrastructure
that
underpins
their
systems.
In
some
cases,
that's
a
function
of
history.
Some
of
you
may
know
we
work
closely
with
Estonia
that
has
been
a
digital
hub
for
decades
and
they
build
every
aspect
of
their
society.
B
But
in
other
cases,
that's
really
a
function
of
policy
and
it's
important.
There
are
very
clear
standards
for
how
and
why
student
data
is
used
in
these
systems,
and
parents
and
teachers
and
community
members
understand
those
standards.
As
do
vendors,
there
are
very,
very
clear
messages
communicated
to
parents
about
how
and
why
teachers
are
going
to
be
using
student
data
or
platforms
or
technological
tools
that
may
be
unfamiliar
and
how
parents
can
support
that.
B
So,
there's
a
really
deep
abiding
trust
that
has
come
over
the
course
of
a
couple
of
years
that
technology
doesn't
need
to
be
the
enemy.
If
you
build
in
safeguards
that
support
kids.
Those
are
the
six
key
principles
that
I
think
are
really
valuable
to
focused
on
before
I.
Take
us
to
what
the
future
looks
like
I
did
want
to
give
Michelle
the
opportunity
to
open
it
up
to
the
audience
and
ask
me
and
Tony
any
questions.
If
there
are
any.
A
Let's
see,
there's
just
a
couple
of
questions
right
now:
I'm
will
be
sites
be
available
after
the
meeting.
Yes,
definitely
we
will
post
them
on
our
website
where
we
have
a
link
to
the
virtual
meeting
as
well
all
the
resources
and
then
a
second
question.
Perhaps
I
missed
it,
but
is
this
a
survey
of
osed
country
jurisdictions
or
is
it
a
broader
survey
of
other
countries?
I
think
this
might
go
to
the
countries
that
you're
looking
at
Nathan
for
the
information
that
you're
gathering
sure.
B
So
with
the
the
countries
that
we
are
looking
at
are
ten
of
the
highest
performing
jurisdictions
in
the
world,
which
we
measure
using
a
combination
of
metrics
related
to
high
performance
on
Pisa
exams,
equity,
equitable
learning
outcomes
and
efficiency,
so
minimal
education
spending
correlated
with
the
highest
possible
results.
These
are
systems
that
the
ncsl
international
study
group
also
studied
include
Finland,
Singapore,
Estonia,
Canada,
China
Korea
and
several
others,
but
when
I
said
that
we
knew
that
these
systems
were
better
prepared
to
distance
learning.
I
maybe
should
have
paused
on
that
point,
a
little
bit.
B
We
have
data
from
surveys,
there's
a
range
of
indicators
here,
but
we
know
that
in
these
systems,
participation
rates
have
ranged
generally
and
I
mean
daily
participation
rates
in
class
for
students
from
90
to
96
percent,
which
compared
to
what
the
u.s.
is
seeing
right
now
is,
is
really
stunning.
Now
it
raises
the
question:
what's
going
on
with
those
ten
percent
of
kids
and
I?
Don't
think
we
can
minimize
that
question,
but
it
is
showing
that
these
these
features
are
working
and
getting
all
students
to
to
participate
in
their
learning.
B
B
B
So
third,
the
third
set
of
points
I
want
to
make
is
about
how
these
systems
are
thinking
about
the
future
longer
term
than
just
this
fall.
I
said
earlier
that
I
didn't
want
to
imply
that
there
were
any
lessons
learned
that
we
had
that
were
concrete
coming
out
of
this,
because
this
is
a
really
uncertain
time
and
I
think
we
need
to
acknowledge
that.
But
there
are
ways
that
jurisdictions
are
thinking
about
the
future
now
that
are
different
than
they
were
six
months
ago
and
they're
thinking
about
the
future
in
different
ways.
B
So
what
jurisdictions
are
doing
is
taking
the
opportunity
to
really
seriously
assess
and
address
the
learning
gaps
that
come
out
of
this,
and
this
is
not
just
immediately
in
response
to
the
pandemic,
although
it
is
that,
but
it's
moving
forward
in
a
systematic
way.
So
you
know,
as
Tony
really
emphasized
and
I
think
is
incredibly
important.
This
pandemic,
it
has
exposed
all
kinds
of
inequities
that
we're
all
always
there.
B
B
What
is
thrilling
about
that
marketplace
is
that
it
enables
students
to
see
the
world
in
ways
that
in-person
teaching
just
would
not
make
possible
it.
You
know
it
for
augmented
reality.
In
particular,
it
is
not
possible
for
a
science
teacher
to
do
some
of
the
things
that
they
can
do
now
in
terms
of
helping
students
to
see
cellular
structures
for
the
insides.
You
know
underneath.
A
B
If
folks
are
addressing
it
in
way,
in
partnership
with
teachers,
letting
teach
lead
it
in
ways
that
are
pedagogically,
appropriate
jurisdictions
are
really
being
forced
to
think
about
what
matters
in
terms
of
curriculum
and
standards
and
what
they
really
want
to
measure,
because
that's
what
matters
to
them?
I,
don't
think
it's
fair
to
say
that
learning
during
the
school
during
distance
learning
necessarily
needs
to
be
less,
but
it
will
be
more
diffuse,
less
less
spiral.
B
Less
targeted
and
teachers
are
really
having
to
think
through,
particularly
during
a
crisis,
but
also
moving
forward,
whether
they
were
being
asked
to
teach
too
much
at
the
expense
of
helping
students
to
have
really
in-depth
learning
experiences
that,
when
able
them
to
master
certain
skills.
So
thinking
through
the
priorities
in
the
curriculums
that
they're
studying
are
really
key
for
these
jurisdictions
moving
forward
and
also
thinking
through
what
they
actually
need
to
assess.
These
are
jurisdictions,
including,
contrary
to
some
popular
narratives
out.
B
There
places
like
Finland
that
really
value
assessment
as
a
way
to
validate
student
learning
and
enable
them
to
move
on
to
the
next
stage
of
their
educational
careers
or
into
the
workplace,
but
but
making
sure
that
the
questions
are
really
targeted
on
what
matters
most
and
enabling
students
to
demonstrate
mastery
through
assessment
in
meaningful
ways
that
will
be
useful
to
them.
Moving
forward
in
the
workplace
in
higher
education
and
in
life
has
become
more
crucial
than
ever.
B
Parent
engagement
practices
has
become
a
huge
emphasis
in
in
high-performing
jurisdictions
and
I.
Think
you're,
seeing
that
here
too,
and
specifically
it's
engaging
parents
not
in
the
kinds
of
advocacy
based
activities
that
we
typically
think
of
when
we
think
about
parent
engagement,
but
in
ways
that
are
central
to
teaching
and
learning.
B
These
jurisdictions
are
moving
from
thinking
about
bake
sales
and
PTAs
and
helping
parents
get
on
board
to
thinking
about
how
and
parents
who
have
jobs
themselves
be
advocates
for
their
kids
learning
and
supportive
of
their
children's
learning
in
the
home
they're
redesigning
communications
tools,
they're
redesigning
homework.
They
are
redesigning
curriculum
to
take
advantage
of
parents
to
think
about
that
question
in
really
systematic
ways.
B
Another
another
direction
for
the
future
is
to
think
about
how
to
validate
and
recognize
learning
that
happens
outside
of
the
school
building.
It
has
been
sort
of
something
that
we've
paid
lip-service
to
for
a
while.
That
learning
happens
in
the
community,
Anytime
Anywhere,
extracurriculars
or
co-curricular
ZAR
very
important,
but
very
few
places
have
really
taken
stock
of.
B
If
we
say
that
learning
happens
on
the
sports
field
or
in
museums
or
in
cultural
activities.
What
do
we
actually
mean
by
that?
And
how
are
we
helping
students
to
see
that
that's
important
and
and
actually
help
validate
that,
if
they're
engaging
in
that,
because
that
is,
that
is
a
key
part
of
their
educational
experience?
B
Jurisdictions
are
paying
more
than
lip
service
to
broader
MetroCard
metacognitive
skills.
This
connects
in
in
some
ways
to
Tony's
point
about
social-emotional
learning,
but
is
also
about
helping
students
to
be
much
more
self-directed
to
think
about
how
to
make
themselves
more
effective
learners
to
be
able
to
get
a
long
term
project
identify
what
it
is.
They
need
to
do
it
that
they
don't
know
and
go
out
and
learn
that
for
themselves.
B
These
are
the
kinds
of
skills
that
are
necessary
for
working
for
life
and
they're
the
kind
of
skills
that
we've
been
saying
for
a
long
time
that
education
needs
to
focus
on.
But,
as
we
see
a
lot
more
creative
home-based
learning
happening,
we're
actually
seeing
that
we
need
to
take
it
a
lot
more
seriously,
because
that's
what
students
are
going
to
need
to
know
to
manage
their
own
learning.
B
A
corollary
of
us
at
this
point,
and
this
last
one
I
chuckled
the
first
time,
I
heard
it
in
a
meeting,
but
then
we
heard
it
again
and
again
and
again,
which
was
some
policymakers
in
other
countries
around
the
world,
saying
it's
become
really
important
to
us
to
recognize
that
some
students,
not
many
not
most,
but
some
have
really
loved
learning
during
this
pandemic
and
intraverted.
Here
is
a
bit
of
shorthand.
B
A
B
Oh
well,
that's
a
so.
There
are
surveys
of
teachers
that
we
have
we
have
conducted.
We
have
worked
with
partners
to
conduct
and
education
international
has
conducted
as
well
and
the
OECD
has
conducted
as
well.
There
are
surveys
of
policymakers,
our
partners
that
we've
conducted
that
are
more
informal.
We've
done
a
lot
of
focus
groups,
informal
meetings
to
gather
these
data,
and
then
there
are
surveys
of
student
participation
that
jurist
actions
have
been
collecting
collecting
their
own
data
and
then
often
is
the
OECD.
B
C
Just
add
there
that
the
two
documents
that
will
circulate
both
survey
based
Michele
and
obviously
they
go
beyond
the
top
ten
that
nathan
has
referred
to
they
effectively
pick
up
with
the
OECD
Harvard
studied
36
countries
involved
in
that
survey
work
it's
a
60
page
document.
So
it's
worth
a
little
bit
of
time
in
relation
to
education,
International.
We
are
talking
about
surveys
across
50
60
countries.
So
obviously
there
is
not
simply
those
within
OECD
countries,
but
it
goes
beyond
that
and
it
goes
beyond
the
highest-performing.
C
A
That
would
be
great.
That
would
be
really
helpful,
I'm
sure
everyone
would
love
to
have
access
to
those
resources.
I,
don't
see
any
additional
questions
in
the
chat
box,
but
I
have
a
couple
that
others
have
asked
you
to
ask
you
who
couldn't
necessarily
be
on
the
meeting.
One
is
I,
think
we're
hearing
a
lot
about
Sweden
and
how
they
didn't
necessarily
close
their
schools
and
how
was
their
experience
different
from
those
of
us
that
either
had
to
suspend
learning,
as
you
were
saying,
or
to
close
her
schools.
B
I
guess
I
would
say
very
briefly,
and
and
Tony
may
have
more
Intel
here
you
know,
Sweden
is
is
not
a
country
that
we
work
all
that
closely
with
because
it
does
not
meet
our
metrics
for
high
performance.
It
is
a
country
we
have
been
interested
in
because
they
are
such
an
outlier
and
I.
Think
what
we've
heard
from
talking
to
some
folks
there
is
that
their
context
for
how
they
think
about
public
policy
directives
is
just
really
really
different.
B
B
Think
the
specific
context
there
related
to
the
pandemic
is
kind
of
interesting
and
I
want
to
be
careful
from
treading
on
specific
public
health
recommendations,
because
that's
not
my
role,
but
my
understanding
is
that
their
pandemic
has
been
pretty
isolated
to
a
small
number
of
specific
nursing
homes
and
they
have
built-in
mechanisms
to
reevaluate
when
that,
when
it
or
if
that
stops
being
the
case
so
yeah,
but
but
they
have
managed
not
to
close
schools
and
and
see
rates
that
have
been
somewhat
look.
You
know
lower
than
ours
have
bounced
out
you.
C
Know
just
had
two
things
for
that:
Matilda,
as
magnetars
said,
I
mean
we're
talking
about
actually
very
different
policy
responses
across
the
Scandinavian
countries,
and
yet
the
a
common
element
is
that
the
social
compact
and
the
social
partnership
between
government
and
the
profession
is
shared.
So
this
is
really
interesting
to
try
and
comprehend,
because
Sweden
has
been
prepared
to
be
less
restrictive
in
the
way
in
which
they've
thought
about
shut
down
in
social
distancing
rules
in
the
continued
opening,
not
just
of
schools
but
actually
of
other
businesses,
obviously
of
restaurants
and
other
convening
places.
C
Now
that
this
is
the
ongoing
debate,
of
course,
within
Scandinavia
and
the
jury's
still
out,
but
in
listening
to
the
Swedish
Minister
just
a
few
hours
ago.
The
argument
is
that
there's
been
a
lot
of
communal
effort
to
minimize
the
impact,
so
don't
think
that
Sweden
is
free-for-all.
That
is
not
the
case.
They
have
actually
been
following
guidelines
and
consensus
approaches
to
the
way
we
sweat
dealt
with
the
pandemic.
C
A
Really
helpful,
thank
you
both
for
for
chiming
in
on
that
I'm
going
to
give
everyone
an
opportunity
to
ask
one
last
question:
you
have
one
more
question
that
you
want
to
get
answered
before
we
end
the
meeting.
Please
just
unmute
yourself
and
jump
in
I'm
going
to
switch
screens
real
quick,
so
that
I
can
share
with
you
information
about
our
upcoming
meetings.
C
Michelle,
just
can
I
just
say
one
word
as
you
do
that
that
all
of
the
items
on
the
direction
of
the
future
that
has
been
shared
by
Nathan
exists
in
the
US
right
now
somewhere.
In
other
words,
we've
got
a
convening
of
about
20
different
countries
in
Washington
DC
virtually,
but
if
I
listen
to
the
way
in
which
states
and
districts
have
been
working
in
the
future
already,
those
features
are
very
much
part
of
the
discourse
and
in
some
ways
the
innovation
in
the
u.s.
is
in
advance
of
many
other
countries.
C
I
can
give
you
examples
of
remake
learning
education,
reimagined,
lrang,
mastery
transcript
consortium.
All
of
these
familiar
to
many
people
on
this
call.
The
thing
is
that
they
haven't
yet
become
the
system
and
I
think
what
Nathan
was
talking
about
is
here's
a
set
of
directions
that
you
need
to
think
about
as
you
redesign
your
system,
not
simply
as
innovations
right,
they
need
to
then
become
quite
serious
design
features
if
we're
going
to
be
able
to
address
the
problems
that
actually
have
been
brought
into
stark
relief
through
the
pandemic.
A
Always
such
an
important
reminder
that
so
much
of
what
we
hear
about
is
successful
in
other
countries
is
potentially
happening
right
here.
We
just
haven't
either
identified
it
as
being
as
effective
as
that
potentially
could
be,
or
we
haven't
brought
it
to
scale.
So.
Thank
you.
I
appreciate
that
point
Tony.
Well,
thank
you
both
for
sharing
your
time
with
us.
This
was,
as
always
so
fascinating
to
hear
what's
happening
in
other
countries.
A
We
will
continue
to
bring
you
all
this
information,
as
we're
learning
more
will
continue
to
be
providing
updates
with
both
Nathan
and
Tony,
as
we
continue
to
this
year.
I
wanted
to
remind
you
about
the
upcoming
meetings
we
have
as
a
reminder.
This
virtual
learning
series
goes
to
the
end
of
June
and
we
will
be
focusing
on
a
variety
of
topics
through
the
remainder
of
the
month
on
Friday,
we're
going
to
take
a
little
bit
of
the
pause
from
our
series
to
encourage
you
to
join
a
webinar,
that's
being
hosted
here.
A
I
didn't
see
a
cell,
that's
going
to
be
focused
on
the
record
unemployment
and
what's
next
for
state
workforces.
This
is
just
too
good
of
an
opportunity.
We
wanted
to
make
sure
that
you
have
a
chance
to
hear
from
the
administration
officials
who
will
be
joining
the
call
as
well.
State
legislators
I
also
wanted
to
mention
that
this
is
good
preparation
for
the
discussion.
We
go
into
you
for
the
two
meetings
afterward,
which
is
focused
on
the
biggest
sector
of
workforce
in
the
United
States,
which
is
teaching.
A
We
know
that
the
budgets
and
this
shift
has
profoundly
impacted
the
teaching
profession,
and
so
we
will
be
talking
about
both
recruitment
and
preparation.
How
it's
been
impacted
as
well
as
supports
for
classroom
teachers
on
Tuesday
June
16th
will
be
focused
on
guidance
for
reopening
schools
in
the
fall,
and
then
we
will
have
a
discussion
later
that
week.
That
would
be
focused
on
early
learning
and
the
impact
of
the
pandemic
on
early
learning,
and
then
we
will
close
out
our
meeting
series
with
two
important
virtual
meetings.
A
One
focused
on
state
revenue
forecasts
forecast
and
continue
tracking
federal
education
spending
and
how
that
is
being
disseminated
within
the
states,
and
hopefully
there'll
be
some
new
news
for
us
and
to
share
for
us
about
assistance
that
might
be
coming
down
for
States
by
that
point
and
then
finally,
we'll
be
focusing
our
last
meeting
on
evidence-based
policymaking.
We
know
that
this
is
a
topic.
That's
really
critical
right
now,
as
you're
making
difficult
decisions.
So
how
is
it
that
you
can
be
thinking
about
finding
the
best
evidence
or
research
to
inform
yourself
about
that?