Friday Institute and NCDPI Release Instructional Design Resources to Support Educators in Remote Teaching and Learning

RALEIGH, N.C. — In partnership with the North Carolina Department of Public Instruction (NC DPI), the Friday Institute for Educational Innovation released two resources last week to provide guidance for remote learning across North Carolina: “Instructional Principles for Remote Teaching & Learning” and “Recommendations for Instructional Leaders.” 

The “Instructional Principles for Remote Teaching & Learning” report highlights seven key elements for educators as they design and implement student learning when a crisis impedes students from learning in their regular school setting. 

Graphic representation of the Instructional Design Principles for Remote Teaching and Learning: Instructional Time; Connections to Families and Students; Student Engagement Aligned to Standards; Equity, Choice and Flexibility; Feedback on Student Work; Collaboration among Students; and Social and Emotional Learning.

The “Recommendations for Instructional Leaders” paper provides action steps and guidance for principals, coaches, counselors, social workers, library media specialists and others who support educators and staff in their transition to remote learning.

Graphic representation of Recommendations for Instructional Leaders: Ensure Equity for Students and Staff, Provide Flexibility, Celebrate Success, Plan for Re-entry, Communicate a Clear Vision, Support Teachers in Implementing Instruction, Develop Communication Structures

“Early on, NC DPI recognized the need to support leaders and teachers as they transition to remote learning,” said Angie Mullennix, Ed.D., director of innovation strategy and interim director of standards, curriculum and instruction at NC DPI. “Our partnership with the Friday Institute to provide professional learning and the guiding principles has been able to help provide that statewide support.”

In North Carolina K-12 public schools, remote learning is defined as learning that takes place outside of the traditional school setting using various media and formats, such as, but not limited to, video conference, telephone conference, print material, online material or learning management systems. Parents, guardians, siblings, neighbors and other family members are all playing an unexpectedly more active role in their child’s educational experience. Students may be experiencing less structure, social interaction and timely support than what they normally experience in classrooms.

The seven instructional principles were designed to maximize the potential for learning to continue on a reasonable scale for all stakeholders. Additionally, these principles highlight the importance of flexibility for educators and students and support for the social and emotional well-being of all in their temporary but new academic settings.  

“Educators are moving quickly to transition to remote learning while working to support all of our students in their academic, social and emotional learning,” said Mary Ann Wolf, Ph.D., senior director of the Professional Learning & Leading Collaborative at the Friday Institute. “They are requesting more guidance on the key principles for remote learning, and instructional leaders are seeking information on how to support teachers virtually. We appreciated the opportunity to develop these resources in collaboration with NC DPI and look forward to continuing to support our educators as they strive to provide learning opportunities to meet the needs of all of our students.” 

The “Instructional Principles for Remote Teaching & Learning” report is intended to serve as a guidepost for educators for developing lessons and connecting communities. It illustrates the importance of focusing on the whole child and connecting with students and families to ensure that schools continue to play their essential and central role in the community.

The “Recommendations for Instructional Leaders” paper provides action steps and guidance for principals, coaches, counselors, social workers, library media specialists and others who support educators and staff in their transition to remote learning. School leadership is essential to help teachers, students and families adjust to learning from home. 

For More Opportunities Aligned to These Principles

In addition to these resources, the Friday Institute has partnered with NCDPI on a series of free webinars that provide professional learning opportunities for educators to support their implementation of remote learning during the COVID-19 crisis. Sessions will run multiple times and change week by week. Alongside these professional learning opportunities, NC DPI staff and NC State College of Education faculty are providing follow-up coaching sessions to further the statewide support to North Carolina leaders and teachers. Links to register for these sessions are included during the Friday Institute webinars.

The Friday Institute brings together researchers, practitioners and policymakers to lead the transition to next-generation education systems that will prepare students for success in the digital-age world. It conducts research, develops educational resources, provides professional development programs for educators, advocates to improve teaching and learning, and helps inform policy-making. The Friday Institute is a part of the NC State College of Education. Visit fi.ncsu.edu to learn more.