COVID-19 has completely disrupted the normal patterns and schedules of the American public school system. While schools have shifted to online teaching, an alarming amount of students have disengaged from the instruction provided by teachers. As educators consider the question of why upwards of 40% of students are choosing to not engage in regular instruction, supervisors and teachers across America will need to take long looks in the mirror and ask questions about how and in what ways we have failed our students over the past 20 years since the inception of the federal accountability movement and No Child Left Behind. The negative impact of COVID-19 has had on BIPOC students should be considered, specifically as it relates to income loss, digital connectedness, and current or impending housing insecurity, however educators also need to consider the importance of pedagogical practices used to engage BIPOC students in meaningful and transformative learning experiences.
Mette, I. (2020). Reflections on Supervision in the Time of COVID-19. Journal of Educational Supervision, 3 (3). https://doi.org/10.31045/jes.3.3.1