The following blog was contributed by Clare Kilbane, Ph.D., a faculty member, senior learning designer, and Catholic school liaison at the McGrath Institute for Church Life at the University of Notre Dame. Follow her on Twitter @clarerkilbane
Right now it is not hyperbole to say, “the whole world is under quarantine.” Although It is difficult to believe, only a few, short weeks ago an unprecedented, global health emergency forced schools to “pivot” their operations. Overnight, educators planned for “emergency remote teaching,” to make schooling possible at a distance. Responding quickly, even heroically, teachers rose to the challenge amidst their own shock and disrupted lives. Many even did so while caretaking for their own children or nursing family members who were ill with COVID-19. This short-term, “stop-gap” measure was intended to keep students connected to their school community, engaged in healthy routines, and doing enough school work to prevent learning loss. But this dramatic move must be recognized for what it was—an attempt to bolster students’ well-being and offer families a sense of normalcy during the crisis. It was not one to promote high-quality educational experiences.
This initial response, no matter how impressive, does not offer a sustainable, long-term solution for any school—especially Catholic schools that offer much more than education when fulfilling their unique mission. To respond properly right now, at a distance, and in the future, using whatever configuration is feasible, Catholic schools will want to adopt a new, more flexible orientation for their operations. This orientation will be characterized by the: a) intentional cultivation of relationships using planned inquiry (e.g., through individual and group conversations, the administration of surveys, regular needs assessments, and the like.), b) incorporation of information gained in this process to develop strategic, flexible plans, and c) constant re-evaluation of these plans based on new information as conditions at the local, national, and global-level change.
In the last few weeks, many teachers and administrators have started implementing these practices by necessity. They have made more frequent and powerful outreach efforts to school community members, opened new communication channels with parents, and examined what they learn more strategically—to ensure all students can participate in distance learning. As they have done this, teachers have been reminded of the value in developing close relationships and the joy that comes from them. They have also learned how important the details about their students’ situations and unique needs can be. For when it is thoughtfully incorporated in their educational plans, more students are able to gain access to the transformative experiences a Catholic school provides and benefit from the unparalleled support a Catholic school can offer in a time of struggle.
Catholic school teachers and leaders will profit from continuing and refining their efforts through and beyond the present crisis. Transitioning from a quick pivot of the “status quo” to adopt a continual shift as the “status quo” will position Catholic schools optimally for a future when uncertainty becomes the “new normal.” This critical change will not only allow Catholic schools to survive, but also thrive as they continue ministering to the spiritual, emotional, material, and educational needs of their community in a post-pandemic era.
