MASA is very excited to announce that the first phase of our Strategy for the New Education Landscape (SNEL) workgroup document created by Hanover is available. MASA has decided to move forward with the release in phases for several reasons:
- The initial report and toolkit was large. We wanted to provide this as a usable resource that would be easy to digest and use by our members. Splitting it into a phased release made the most sense to help achieve that.
- Where we were in June, is not where we were late July (or even now)… The resurgence of COVID-19 has shifted us back to not quite being “post-pandemic.” We felt that the SEL work was best to release first after hearing from countless leaders about their SEL concerns for staff and students leading into another uncertain fall and school year.
The SEL portion of the report is now available here: Download Part I: Synthesis of Findings – Social and Emotional Learning (SEL)
We fully anticipate the Instructional Practices work will be released in the coming month or so. This will be followed by Educator Effectiveness, and then Extended Learning (by mid-year), in time for districts to begin thinking and planning for the following 2022-23 school year.
Part II: 2022 Trends in K-12 Education
This report provides insights, recommendations, and case studies that can ease district leaders’ 2022–23 planning. (And we’re pretty excited to share that MASA is highlighted on page 16!) You can download the report directly from Hanover’s website. (Note: A Hanover account or creation of one is required.)
Part III: Extended Learning – Synthesis of Findings
The final report from the working group Strategies for the New Education Landscape (SNEL)—Moving Forward: From Surviving to Thriving is now available.
Given the substantial amount of information provided through SNEL meetings and district profiles, MASA partnered with Hanover Research to help synthesize key experiences, challenges, and promising practices from which districts can learn to guide future operations. This report is the last of four summaries on SNEL working group outcomes—the previous summaries reflecting lessons learned and promising practices on SEL, instructional practices, and educator effectiveness. Since the SNEL convened subgroups specifically to focus on SEL, instructional practices, and educator effectiveness and because equity appears across all areas, this summary does not discuss this content.
Given the many academic, social, and operational changes that occurred during COVID-19, the challenges presented in this and other SNEL summaries reflect COVID-era circumstances and contexts rather than the traditional education landscape.