Maddy Sims is a Director of Consulting and Legal Strategy for the Center for Public Research and Leadership. Maddy brings experience across the social impact, legal, and PK-12 education sectors. She has partnered with a range of public sector and non-profit clients seeking to build organizational capacity and embrace innovative approaches to advancing educational equity. Maddy began her career as an attorney at Davis Polk & Wardwell, where she worked on transactional, corporate governance, and pro bono matters. Her writing on education policy has been published in the Columbia Journal of Law and Social Problems. Maddy holds a BA from Dartmouth College and a JD from Columbia Law School.
CRPE & CPRL hosted a webinar on this report with the co-authors and report stakeholders. Check it out! https://youtu.be/z60wtyyXw_g Can the lessons schools learned in the Covid-19 recovery period contribute to more lasting, transformative shifts in high school?
Educators nationwide are forging their way in a landscape rocked by pandemic-induced disruptions. Training resources designed to spark new thinking among school staff often feel outdated—especially if they were published before 2020.
The COVID-19 pandemic forced decades of technological innovation on schools in the span of one year. As classes moved fully online and into hybrid modalities, teachers across the country adapted in a variety of ways: learning to instruct and facilitate collaboration over Zoom; hosting virtual parent-teacher conferences that enabled families to participate from any location; using learning management systems to assign work, provide feedback, and monitor progress; and devising creative methods for virtually celebrating big and small wins.
Voice and choice: New England students highlight which pandemic-era changes should stay—and which should go
Research on the pandemic’s negative impact on student learning, peer-to-peer relationships, and teenagers’ mental health makes it easy to assume high schoolers are eager to “return to normal.” Yet recent conversations with high school students throughout New England reveal very different hopes for this period of recovery.