Palmer Trinity School

With that extended knowledge base, we redesigned the day, and both teachers and our technology team led breakout sessions for other colleagues. As a team, we met teachers where they were and optimized both the expertise of the group and the time available to us. We also saw opportunity in assessing the process of transitioning to Online Learning (OLL) with all constituents. Through each phase of the move to OLL, we gathered feedback, reflected in teams, and modified our practices. Specifically, we pre-scheduled the first three days of closure as time for all constituents to prepare for both the community-wide shut downs and the change in teaching and learning. Teachers used those days to restructure their lessons and prepare their virtual classrooms. We conducted OLL for eight days before Spring Break. That eight-day window followed by Spring Break allowed us both a trial run and time to gather feedback from faculty and families. With that feedback, we reevaluated and immediately modified aspects of OLL: we reduced the expectation of screen time per class, we modified the format of assessments, and we restructured our purpose for and practice of End-of-Year Exams. Something more exciting, we've seen OLL as an opportunity to expand the classroom. Teachers have invited guest researchers, historians, and notable Alumni to join classes. In some ways, virtual classrooms have allowed colleagues and students to collaborate in ways that are far more accessible than if we were on campus. Most importantly, virtual classrooms have positioned students more firmly at the center of the class period. Many teachers have scheduled additional time to meet individually with students; they have created even greater opportunities for student presentations, and they have partnered with students on decision- making around assignments, timelines, and models of assessment. I certainly appreciate that some people feel a sense of trepidation as we move forward with OLL. Likewise, I recognize that shifting from a traditional teaching and learning model overnight to an online model is not the same as designing dynamic, robust online courses. Sustained, quality instruction and student engagement take time and expertise to develop. Across the globe, educators recognize that there are more questions than answers as we head into the 2020-2021 school year, but I am incredibly optimistic for Palmer Trinity School if we need to shift to OLL in the future, or if we choose to explore other options through OLL. We have found opportunities to enhance our teaching and learning at every turn and we will continue to do so. We are a faculty of life-long learners focused on cultivating our students to become independent and resilient learners. Since Mid-March, PTS faculty and administration have collectively participated in over 80 Webinars geared toward preparing ourselves for various teaching scenarios that are possible in the 2020-2021 school year. Last year, 70% of PTS faculty and staff participated in professional development beyond the rich offerings scheduled on campus and through C.E.L.T. activities. Our faculty are learning and leading in their fields. Many teachers have already signed up for online programs this summer to help us create the most dynamic and engaging teaching and learning experience possible next fall. I know of no true substitution for the richness of teaching and learning face- to-face with the students. However, we are committed to finding the next best experience. Who better to quote at this point in time than Steve Jobs, who said, "Innovation is the ability to see change as an opportunity – not a threat." Palmer Trinity faculty recognize the teaching and learning opportunities before us and we cannot wait to embrace them. S U MME R 2 0 2 0 13

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