Assignment Instructions:
1) the background information on the topic.
2) a topic statement; and
3) the methods and procedures you have planned.
Be sure to utilize the outline your professor returned to you in Week 7, including the references that support the background.
Throughout this course, you have seen examples in the book and online in The Practitioner Inquiry Database. Now, it is time for you to write your own. Your paper should include the following:
Your context and background that led to your inquiry.
A statement of your topic.
An articulation of the intervention/procedure that you plan to use (i.e., What do you plan to do differently if you follow this inquiry process in your classroom?).
An explanation of the way you plan to collect data and what type of data sources you will collect.
Your plan to analyze the collected data.
Although not part of the inquiry paper, include these additional sections for your instructor:
How research is typically conducted in your school environment. Are there ethical and research protocols to consider?
A summary of practice if you would implement this inquiry process. How would other teachers react, and how would you involve the various stakeholders in your plan to conduct a formal classroom inquiry (other teachers, parents of students in the classroom, students in the classroom and administrator).
Length: 12-15 pages, not including title and reference pages
References: Minimum of 7 scholarly resources.
My Outline
Topic: How to support teaching and learning after Covid-19 pandemic as a school administrator?
I. Introduction: How can school administrators support teaching and learning after the return to in person learning from virtual post pandemic?
Thesis: The Covid-19 pandemic had a significant impact on teaching and learning for teachers and students across the world. As the world returns to some sort of normalcy, what supports will be needed from school administrators to ensure teachers and students are supported instructionally and socially.
II. Transition from Virtual to In-Person Learning
a. Ensure learning environments are safe for staff and learners
b. Monitoring and adapting
c. Teacher coaching
III. Social-emotional impact of Covid-19 effect on in-person learning (source: https://www.commonsense.org/education/articles/4-sel-strategies-for-the-transition-back-to-in-person-learning
a. Review expectations around student engagement
b. Changes to schedule because of Covid-19 (routines and procedures)
c. Be intentional about including SEL strategies during instruction
IV. Learning Loss from Covid-19
a. Accelerated learning interventions to reverse learning loss and strengthen learning trends
b. Professional development and training for teachers to they can support students to catch up from learning loss during pandemic
c. Encourage parent participation to promote best practices
V. How to support teachers and students with teaching and learning
a. Regular coaching to support teachers as they adapt to new demands
b. Leverage remote and technology-based learning strategies to support remedial and accelerated learning strategies
c. Intensive, targeted programs that focus on literacy to promote growth from learning loss
d. Leverage all stakeholders to support learning
Reference: https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf
VI. ESSER Funds
a. Implementing extended learning or enrichment programs
b. Extending classroom instructional time
c. Adding comprehensive after-school programs
VII. Conclusion
