Over the last two years, the chairpersons of the NJASA committees PD-Seminar and Curriculum/Instruction have identified many overlaps and commonalities in their committees’ needs and interests. As a result, Dr. Tami Crader, Superintendent of Neptune Township Schools, and Mrs. Patricia Haney, Superintendent of Logan Township Schools, have joined forces and with support, collaboration, and guidance from NJASA’s Director of Professional Development Mr. Frank Borelli, have facilitated several joint meetings to highlight and discuss many high-interest themes. Discussions have included important and relevant topics such as “Supporting Gender Diverse K-12 Grade Students,” “Responding to Community Concerns Related to NJSLS-Comprehensive Health and Physical Education Standards, “AI in Education: Opportunities and Obstacles,” and “Erin’s Law.”

On April 17, 2024, the combined meeting of the PD-Seminar and Curriculum and Instruction committees highlighted the successes, challenges, and initiatives that districts have implemented to address post-pandemic concerns. Through a panel discussion format, the committee chairs hoped to bring forward creative solutions, ideas, and experiences that address common concerns and challenges. Anthony Scotto, Director of Curriculum and Instruction in Hamilton Township Schools, moderated the panel discussion entitled “Reflections on Curriculum, Instruction, and Professional Development 2023-2024.”

The NJASA chairs identified panelists who represented the varying grade level configurations that exist across the state. Serving as panelists for this discussion were Dr. Sally Millaway, Director of Curriculum, Instruction, and Assessment in Neptune Township School District, Dr. Anthony Fitzpatrick, Assistant Superintendent of Curriculum and Instruction in Delsea Regional School District, Dr. Kristi Jansen, Chief Academic Officer in Logan Township School District, and Ms. Holly Niemiec, Principal of Cedar Creek Elementary School in Lacey Township School District.

The panelists had a lively discussion of issues contained within four categories: instructional focus, student performance, social-emotional learning, and the use of ESSER funds. Although a clear structure for the conversation was provided by the moderator, the format of the discussion was somewhat informal and allowed for a more interactive session than would be had in a person-by-person commentary.

Instructional Strategies

When asked about the instructional focus as districts grappled with moving from remote instruction to hybrid and then in-person instruction, similar responses were offered. Panelists discussed not only the importance of providing technical support to teachers, but also the critical need to train staff on small-group instruction, engaging students both physically present and at home, and building relationships during this tumultuous time. Although the specific needs varied depending on the grade level span about which each panelist spoke, the common theme of mental health and social-emotional well-being as a predictive indicator of academic success emerged.

Student Performance

Panelists discussed ways that they had utilized internal data to “tell their stories” to the various stakeholders within their school communities. Creative ideas for helping their communities understand the data and for helping teachers interpret the data were shared. One panelist said, “We want to provide a window into our classrooms for our stakeholders, so we try to highlight the different instructional practices that are happening in addition to simply reporting out the data.  That has been a huge success.” All agreed that understanding the “why,” the root of any data gap, is essential in helping teachers determine next steps.  According to the panelists, establishing data teams and/or curriculum steering committees and getting the data in the hands of teachers were important steps toward district’s success.

Social-Emotional Learning

Lack of social-emotional well-being in terms of self-regulation, social skills, and relationship-building was described by all panelists as a challenge that has definitely impeded academic learning. More than at any time, these educators reported, teachers have had to first attend to the relationships and mental health of their students before any learning could occur. One panelist described her focus on connecting with families through positive calls home, another as utilizing PBSIS and an advisory period for students, and yet another utilizing an SEL program to support the acquisition of SEL competencies. The concept of “whole child” was clearly a theme in the discussion.

Use of ESSER Funds

Acknowledging that ESSER funds will soon expire, moderator Anthony Scotto asked panelists about their use of ESSER funds. Panelists reported that they had bought much-needed supplies, funded family liaisons, established credit recovery and intervention programs, created a summer “camp” type of learning experience, and provided professional development opportunities. Push-in tutoring was also discussed.

When the moderator opened the floor for questions from the committee, general members asked about writing skills, social media, use of textbooks vs. online reading, and how to further analyze the impact of virtual learning on specific students. Panelists shared the view that decisions to use technology vs. “old-school” reading and writing resources depends on the purpose of the activity and the learning expectation. Panelists and committee members described the need to drill down into multiple data for all students to determine students’ status during the period of remote learning and how that experience has impacted their progress.  Further suggestions on partnering with local organizations of systems, such as a hospital, were made as a way to provide additional support with diminishing funds.

The April joint meeting was well-received by committee members. The panelists provided very helpful and creative ideas for meeting the needs of learners in a post-pandemic environment. They also shared ways to “circle the wagons and look at data in a usable way” as districts plan for interventions and support of student learning. All panelists were enthusiastic, clearly committed to students, and knowledgeable. Individually and collectively, a robust understanding of teaching and learning was evident. Members of the committee agreed that “when there is something good…steal it!” Those of us in attendance found that these ideas represented “something good” for sure!