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Forbes by Linda Darling-Hammond and Adam K. Edgerton | To reopen schools safely & effectively, we must move past remediation and use principles applying brain science and research on how people learn. In this commentary, Linda Darling-Hammond and Adam Edgerton write that at the center of this reinvention are relationships and social emotional learning.
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The Hill by David Adams, Nithya Joseph and Jordan Posamentier | Social and emotional skills have become especially valuable for equitable and effective recovery from the impact of COVID-19 on education. This commentary, featuring contributions from LPI’s Stephen Kostyo, highlights the importance of prioritizing students’ and educators’ social and emotional needs so they can engage academically while also being able to cope with challenges and overcome trauma.
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Edutopia | A growing body of research shows that project-based learning can have a positive impact on achievement and engagement. Linda Darling-Hammond describes how a rigorous project-based approach fits in with what we know works for students: "When a student is deeply engaged in a project, their brain is awake and alert, because they are engaged and they're interested."
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The New York Times by Amelia Nierenberg and Kate Taylor | Citing an LPI analysis of the American Rescue Plan Act of 2021, this article examines how states and districts can use the nearly $129 billion designated for k–12 education. With few limits on how the money can be used, funds can be allocated for filling budget holes or providing critical services to support students.
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Edutopia by Emelina Minero | Edutopia shares methods to help teachers to build strong relationships with students in accordance with the science of learning and development. Linda Darling-Hammond offers commentary on how such methods support students’ learning: “If you’re in a positive emotional space, if you feel good about yourself, your teacher. That actually opens up the opportunity for more learning.”
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EdSource by Diana Lambert | This EdSource article and related podcast highlight an LPI report written by Desiree Carver-Thomas, Melanie Leung, and Dion Burns examining the effects of COVID-19 on California's teacher workforce. “Teacher shortages were not created overnight, nor will they be solved with quick, band-aid solutions,” Carver-Thomas says.
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District Administration by Matt Zalaznick | The convergence of early retirements, resignations, and a decrease in new teachers entering the profession has created a shortage of well-prepared teachers in California. This teacher shortage has only been exacerbated by COVID-19 and is now more visible as schools prepare to reopen. District Administration highlights research and recommendations from this LPI report for addressing these challenges.
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EdSurge by Stephen Noonoo | Long Beach Unified, one of California’s largest school districts, is having issues finding qualified teachers and substitutes. This article, featuring LPI research and commentary from Desiree Carver-Thomas and Michael DiNapoli, explores teacher pipeline problems across the state of California, the impact of COVID-19, and potential solutions.
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VPM NPR by Ian M. Stewart | Teacher shortages have been long-standing in the educator workforce. Although the exact number of teachers who have left the profession is still being calculated, significant COVID-related teacher shortages are predicted. “We've seen some early signs that pandemic teaching conditions could accelerate people leaving the profession either looking for different work or retiring early,” says LPI's Michael DiNapoli.
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Nova Escola by Victor Santos | “In addition, of course, to strengthening the teaching profession. . . educators need more confidence and more support in their work,” says Maria E. Hyler. This article explores how COVID-19 has created challenges and new priorities for teaching and learning, especially in teacher education and training.
