Technology & Schools: Coronavirus, Remote Learning, and Beyond - Online Summit

Free Online Event:
Technology & Schools: Coronavirus, Remote Learning, and Beyond

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On Thursday, June 11, 2020, Education Week will be hosting an online summit to examine how the massive school closures caused by the coronavirus and the rapid transition to remote learning across the country is re-shaping the role and use of technology in schools now and for years to come. During this virtual event, Education Week writers and editors and their expert guests will staff “discussion rooms” that tackle a set of issues that are very much top-of-mind for teachers, principals, and district leaders, who are arguably working under the most difficult circumstances ever.

Education Week’s newsroom offers you an opportunity to ask tough questions and better understand the educational technology challenges facing schools as they struggle to figure out what the next steps are for the K-12 system. In this Online Summit, Education Week journalists and their guests will be fielding your questions and guiding the conversations in discussion rooms on a host of topics, including:

• How the nationwide move to remote learning is expanding significantly the percentage of schools with 1-to-1 computing opportunities for students, and what that means for teaching and learning.

• What educators need to do to bridge tech equity gaps, which the coronavirus school closures revealed as schools moved learning from their buildings to students’ homes.

• How the scramble to put together remote learning programs was messy and frustrating but led to teachers developing valuable virtual teaching skills.

• Why the massive move to remote learning raised already heightened concerns about students spending too much time in front of computer screens.

• What technology steps schools need to take now to get ready for next year, whether school buildings are reopened or remote learning continues into the 2020-21 academic year.

• The lessons learned during this massive remote learning experiment about what might work better in training teachers how to use technology more effectively to improve student learning?

Thank you to those who joined us for this event, which took place on June 11, 2020.


June 11, 2020
1-3 p.m. ET*

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Education Week can only provide 1 hour of professional development credit for online summits if the educator attends live. On demand viewing cannot be provided credit in your state because of the summit platform functionality. We look forward to seeing you live at the next summit.

  • 1:00–3:00 p.m. ET | Discussions Open
    Education Week journalists and their special guests provide practical takeaways for districts and schools to better understand the educational technology challenges facing K-12 professionals as they struggle to figure out what their next steps should be.

    Room 1: Teaching and learning in the new ed-tech landscape. Big disruption or business as usual?
    Moderator: David Rauf, Staff Writer, Education Week
    ‣ The rush to get schools up and running with remote learning during the coronavirus school closures prompted districts across the country to scramble to purchase huge numbers of digital devices for their schools. The result, in the span of just a month this spring, there was a significant increase in the percentage of school district leaders who said they provided each student with a digital learning device, from 44 to 52 percent of district leaders saying they do so for elementary students, 68 to 84 percent for middle school kids, and 68 to 88 percent for high schoolers, according to an EdWeek Research Center survey. What impact will this rapid and massive shift toward 1-to-1 computing environments have on teaching and learning?
    Sarah Porisch, Director of Technology, Brainerd Public Schools, Brainerd, Minn.
    Mark Racine, Chief Information Officer, Boston Public Schools
    Patti Salzmann, Chief Academic Officer, Division of Academics and School Leadership, San Antonio Independent School District

    Room 2: The big tech equity challenges schools are up against. Can they fix them?
    Moderator: Mark Lieberman, Staff Writer, Education Week
    ‣ Schools have made significant progress in improving access to technology for all students, thanks in large part to the federal e-rate program and other efforts to expand WiFi access. But the coronavirus school closures exposed huge equity gaps around access to technology at home. In districts with the lowest percentages of students from low-income families, just 1 in 5 leaders reported in late March that a lack of basic technology is a “major” problem, compared with nearly two-thirds of leaders in districts where the highest percentages of students are from low-income families, according a survey conducted by the EdWeek Research Center. That puts school districts, states, and the federal government in the difficult position of figuring out how to bridge those gaps.
    Richard E. Ferdig, Summit Professor of Learning Technologies and Professor of Instructional Technology, Kent State University
    Antonio Romayor, Chief Technology Officer, El Centro Elementary School District, El Centro, Calif.
    Lisa Spencer, Executive Director, Instructional Technology & Support, Prince George's County Public Schools, Upper Marlboro, Md.

    Room 3: The rising value (or not) of virtual teaching skills.
    Moderator: Sarah Schwartz, Staff Writer, Education Week
    ‣ The scramble to put together remote learning programs during the coronavirus school closures forced teachers across the country, most of whom had never taught a virtual class before, to jump online and figure out how to do it very quickly. It was messy and frustrating for many, but along the way they developed virtual teaching skills they never needed before. Will those skills be much more highly regarded not just while school buildings are closed but once they reopen too, and well into the future? Or, some experts suggest that once students and teachers return to their school buildings, there could be a backlash against raising the value of virtual teaching skills, because many teachers developed very negative feelings about remote teaching during the school closures. What virtual teaching skills have educators learned that will serve them well in the months and years ahead?
    Brandi Argentar, Science Teacher and Technology Coach, Adlai E. Stevenson High School, Lincolnshire, Ill.
    Betty Chandy, Director for Online Learning, [email protected] GSE, a center for educational innovation, University of Pennsylvania Graduate School of Education
    Laura Haddad, English Teacher and Technology Coach, Glastonbury High School, Glastonbury, Conn.

    Room 4: Too much screen time. Should we be worried?
    Moderator: Sarah D. Sparks, Assistant Editor, Education Week
    ‣ As millions of students nationwide participated in remote learning programs during the coronavirus school closures, a massive research analysis sounded another note of caution about the effects of exposing children, particularly younger ones, to significantly more screen time. The meta-analysis in the journal JAMA Pediatrics found that while high-quality educational screen content is associated with better language skills, more overall time on screens each day, regardless of its quality, is linked to lower language development. Those findings are important for educators to consider while students are learning remotely, but also if students return to schools in the fall where access to digital learning devices for all ages will likely be much higher than it was before the school closures.
    Jenny Radesky, Assistant Professor of Pediatrics, Medical School, Department of Pediatrics, Division of Developmental Behavioral Pediatrics, University of Michigan
    GG Weisenfeld, Assistant Research Professor, National Institute for Early Education Research, Rutgers University, Graduate School of Education

    Room 5: What technology steps schools need to take now to get ready for next year.
    Moderator: Sean Cavanagh, Managing Editor, EdWeek Market Brief
    ‣ There is still quite a bit of confusion about what the next school year will look like as far as the use of educational technology. This discussion will examine the steps schools are taking to get tech ready for the 2020-21 academic year, based on three scenarios: 1) Buildings reopen and stay open 2) Buildings are still closed 3) Buildings reopen but then must close again. What should the preparation for these three different scenarios look like for the use of educational technology? And what might get in the way of making this a smooth transition?
    Keith R. Krueger, CEO, the Consortium for School Networking (CoSN)
    Steven Langford, Chief Information Officer, Beaverton School District, Beaverton, Ore.
    Tom Ryan, Chief Information and Strategy Officer, Santa Fe Public School District, Santa Fe, N.M.

    Room 6: Teachers, technology, and professional development. What’s missing?
    Moderator: Kevin Bushweller, Assistant Managing Editor, Education Week
    ‣ The coronavirus school closures showed that while many teachers are quick learners when it comes to mastering new technologies, many others struggle to figure out how to use technologies to enhance student learning. This was the case before the coronavirus, but the wide disparities in skill levels became especially noticeable as schools made the wholesale shift to remote teaching. What lessons were learned during this difficult stretch about what might work better in training teachers how to use technology more effectively to improve student learning?
    Amy Campbell, 2019-2020 Washington State Teacher of the Year, and Special Education Teacher, Helen Baller Elementary School, Camas, Wash.
    Mike Flynn, Director, Mathematics Leadership Programs, Mount Holyoke College
    Melinda George, Chief Policy Officer, Learning Forward

    Room 7: Building Confidence in Remote Teaching and Learning
    ‣ No matter where you are on the journey to implement your blended or distance learning plan, Microsoft Education enables schools to continue building communities of learners while also achieving student outcome goals. Join Microsoft Learning Consultant, Danielle Olson, to experience how educators, district leaders, and administrators are using Microsoft Education Tools to seamlessly collaborate, monitor progress, provide individualized feedback, and engage with students and colleagues.
    Danielle Olson, Microsoft Learning Consultant

    Room 8: How Educators Can Create Meaningful Learning Experiences Online—Now and in the Future
    Jake Jung, Mathematics and Computer Science Administrator, Brooklyn, N.Y.
    Nicasia Anzalone Caires, eLearning Instructional Design Expert & Senior Implementation Specialist at
    ‣ In this booth, we will share strategies for designing high-impact learning experiences online.
    Topics will include:
    • Empowering students with critical thinking, creativity, and collaboration.
    • Connecting with students and fostering a virtual classroom community.
    • Bridging the digital readiness gap by supporting digital literacy and citizenship.
    • Committing to equity for all students with technology.
    • Optimizing instruction for synchronous and asynchronous learning.
    • Activating learning through student-led and hands-on activities.
    Our goal is to help educators make distance learning an active and creative experience, support the diverse needs of students, and lay the foundation for new approaches to learning even in the future.

    Room 9: How to Successfully Implement At-Home Learning: One District’s Story
    Moderator: Lori Lynch, Vice President of Customer Success, Istation
    ‣ Effectively implementing educational technology for school and home should be a top priority for educational leaders during these unprecedented times. Join the discussion with educators from across the country. Learn ways parents and students can transition to distance learning with ease. Plus, discuss how districts can keep students engaged and on track to powerful academic growth through summer school and the 2020-21 school year. Educators will hear implementation best practices, tips for solving ed-tech hurdles, and actionable next steps for leveling up their ed-tech implementation.
    Gretchen Kinghorn, Federal Programs Coordinator, Pocatello/Chubbuck School District 25, Pocatello, Idaho
    Kimberly Thompson, ELA Coach and Consultant, Pocatello/Chubbuck School District 25, Pocatello, Idaho

    Room 10: Bring SEL Home: Experts Share Tips and Resources to Use In Class—and Beyond
    ‣ 1 in 5 teens suffer from mental health challenges—and more than 75 percent don’t seek help. Now, more than ever, is the time to provide trustworthy resources that students can turn to when they need them most. In this discussion, social and emotional learning experts will share:
    • How schools can support SEL now and in the fall
    • Ways to help students cope with everyday stressors, adjust to social distancing and virtual learning, and understand they’re not alone
    • Where to find credible, confidential online resources for students at every age and stage
    • Tips for educators to manage stress and anxiety

    Room 11: Mind the Gaps: How to Identify Where Students Are and How to Support Their Learning Needs
    Moderator: Carrie Doom, Vice President of Implementation—Western U.S., Voyager Sopris Learning
    ‣ To support students at risk for falling behind in reading and math, educators need to quickly and efficiently identify learning gaps before they can provide interventions to raise proficiency and scores. For accurately assessing student learning needs, teachers must be equipped with valid and reliable assessment tools that provide early identification of students with skills deficits, highlight instructional needs, and offer ongoing progress monitoring. Join this informative conversation with respected researcher Roland Good III of Acadience® Learning as he discusses how to screen students and provide direction for targeted interventions that support RTI and MTSS to positively impact student outcomes.
    Roland Good, III, President, Director of Research Analysis, and Associate Director of Research and Development, Acadience Learning, and co-author of Acadience® Reading

    Room 12: Taking Learning Online: Exploring Your Experiences and Insights
    Moderator: Julie A. Evans, CEO, Project Tomorrow
    ‣ Data from the Speak Up Research Initiative indicates since March 2020
    • 48% more teachers now say that they want to learn how to implement a blended class
    • 70% more teachers now say they want to learn how to create teaching videos
    • Teacher interest in learning how to teach online doubled in 8 weeks
    Let's spend this time exploring our insights to questions like:
    • What have we learned?
    • What does learning look like today and how will it differ in 2020-21?
    • What do you want to continue doing and what will you abandon?
    • What are parents thinking and what are their expectations?

    Room 13: Digital Curriculum in the New Era of Distance Learning: What Really Matters?
    ‣ Digital curriculum should support all students in achieving their potential. Visit proven industry veteran Apex Learning at their virtual booth to understand what to look for in a digital curriculum and why. Learn how pedagogy that engages students in active learning, content built to standards, and best-in-class success services can help support your students’ distance learning needs.

    Room 14: How Can School Districts Support and Secure Their Investments in Remote Learning Devices?
    Carlos D’Angerio, Territory Account Manager, Acer
    Lynne Edgehill, Territory Account Manager, Acer
    Nidhi Tassone, Senior Manager, Commercial Marketing, Acer
    Jessica Weng, Commercial Marketing Manager, Acer
    Jennifer Wadland, Senior Director U.S. Channel, Acer
    ‣ As school districts across the country scramble to purchase large numbers of digital devices and get remote learning up and running, many are focusing only on the purchase without considering the quality of the support that comes afterward. Buying equipment that comes with customer service, software training, built-in warranties, and accidental damage coverage can reduce operating costs, ensure workable equipment, and free teachers from handling technical issues so they can focus on teaching. Learn more about the impact that post-purchase support can have on your district’s digital equipment investment.

    Room 15: Find Success in Online K-12 Learning

    ‣ With so much uncertainty and questions about what school will look like, let our experts answer some of your most burning questions, including:
    1. Is online learning as effective as classroom learning?
    2. How do you support elementary learners online?
    3. What are best practices for student/teacher and administrator/teacher engagement?
    4. Is there a “getting started” roadmap?
    5. How do you effectively support teachers and students in an online setting?
    6. What are best practices for onboarding and training teachers and other staff?
    7. What is the difference between asynchronous and synchronous learning? Is one more effective than the other?
    Christy Cleugh, Digital Education Consultant, FLVS Global Team, Florida Virtual School
    Donovan Hadaway, Account Manager, FLVS Global Team, Florida Virtual School
    Sarah Latimer, Account Manager, FLVS Global Team, Florida Virtual School

    Room 16: Homeroom to Home: Blended Learning Tools and Techniques to Build Instructional Resilience in 2020-21

    ‣ The COVID-19 outbreak didn’t create the need for distance learning. But it certainly put a spotlight on the importance of building resilient instructional systems that support students, wherever they are, regardless of their individual situation, and in whatever manner they learn best. Whether you need to implement—or improve—your distance learning or blended learning program, PowerSchool and Schoology can help.
    In this booth, we will discuss how to:
    • Get started with distance learning
    • Engage students remotely
    • Deliver online PD to teachers
    • Assess instructional gaps for students and teachers
    • Connect special education to instruction.

Guests, Speakers, and Moderators

Brandi Argentar
Science Teacher and Technology Coach, Adlai E. Stevenson High School, Lincolnshire, Ill.

Argentar is in her fifth year as one of two Instructional Technology Coaches at Adlai E. Stevenson High School. She works with over 300 teachers to help successfully infuse technology into the curriculum. For many years she was the Science department’s tech representative at Stevenson, helping both her division as well as working with the other tech representatives.

Kevin Bushweller
Assistant Managing Editor and Executive Editor of Ed Tech Leader, Education Week

Bushweller is an assistant managing editor for Education Week who oversees coverage of educational technology, learning environments, and the K-12 marketplace. Bushweller, the executive editor of EdWeek Tech Leader, a news service for ed-tech leaders in K-12 education, is also the executive project editor of Technology Counts, Education Week’s annual report about the state of educational technology in U.S. schools. Earlier in his career, he was a senior editor for American School Board Journal and Electronic School magazines.

Amy Campbell
2019-2020 Washington State Teacher of the Year, and Special Education Teacher, Helen Baller Elementary School, Camas, Wash.

Campbell, the 2019-20 Washington State Teacher of the Year, has been teaching at Helen Baller Elementary School for 12 years. In her position as a teacher of students with significant learning challenges, she collaborates with staff, parents, and community to develop individualized plans that focus on each student's unique skills, abilities, and interests to help them find their place among their peers in the school community.

During the closure, Campbell has worked to find ways to develop her understanding of available technology and her ability to implement unique high and low tech opportunities for students, families, and staff. In addition to investigating how to use technology to help students overcome their barriers to learning through the use of accommodations and modifications and unique program design, she is also actively involved pursuing ways to ensure that overall access to technology does not become a barrier for students and families as they attempt to participate in online learning. Technology can provide an opportunity to increase access for students with unique learning needs but only if we have a wholescale understanding and infrastructure to support it and our communities.

Sean Cavanagh
Senior Editor
EdWeek Market Brief

Cavanagh is a reporter and editor for Education Week, where he has covered a variety of beats since 2002. His primary focus is on business and technology issues in K-12 education. Previously he covered math and science education, charter schools and school choice, and federal policy. Before joining Education Week, he was a reporter for daily newspapers in Tennessee and Florida.

Betty Chandy
Director for Online Learning, [email protected] GSE, a center for educational innovation, University of Pennsylvania Graduate School of Education

Chandy is the director for online learning at [email protected] GSE. She runs the Virtual Online Teaching (VOLT) certificate program and the Experiences in Applied Computational Thinking (EXACT) program for educators. She started her career as a high school teacher and instructional coach. She then moved into research exploring the impact of professional development on teachers’ pedagogical practices. Her research interests include design of learning environments, online teaching and learning, the use of innovative technology within classrooms, and teacher development. She has worked extensively with technology professional development programs for teachers in the U.S. and India.

Richard E. Ferdig
Summit Professor of Learning Technologies and Professor of Instructional Technology, Kent State University

Ferdig works within the Research Center for Educational Technology and also the School of Teaching, Learning, and Curriculum Studies. He has served as researcher and instructor at Michigan State University, the University of Florida, the Wyzsza Szkola Pedagogiczna in Krakow, Poland, and the Università degli studi di Modena e Reggio Emilia, in Italy).

At Kent State University, his research, teaching, and service focus on combining cutting-edge technologies with current pedagogic theory to create innovative learning environments. Ferdig was the founding editor-in-chief of the International Journal of Gaming and Computer Mediated Simulations, is the current editor-in-chief of the Journal of Technology and Teacher Education, and also serves as a consulting editor for the Development Editorial Board of Educational Technology Research and Development.

Mike Flynn
Director, Mathematics Leadership Programs, Mount Holyoke College

Flynn designed the dynamic hybrid learning model that connects on-campus and online students for live interactive learning. He supports K-16 educators and administrators in developing and supporting robust distance learning plans. He has trained thousands of educators in online teaching strategies and developed a free virtual professional learning network to support educators during this crisis. He is also the author of Beyond Answers: Exploring Mathematical Practices with Young Children. Prior to this work, Flynn taught 2nd grade at the William E. Norris Elementary School in Southampton, Mass. and was named the Massachusetts Teacher of the Year in 2008.

Melinda George
Chief Policy Officer, Learning Forward

In her current role, George leads Learning Forward’s policy work on critical programs such as Title IIA, and she works with Learning Forward stakeholders to be strong advocates on behalf of professional learning. She also leads the What Matters Now Network, a tri-state network focused on increasing the frequency and equity with which teachers access and engage in effective job-embedded professional learning grounded in the use of high-quality curriculum and instructional materials. Internally, she co-chairs Learning Forward’s online learning working group.

Prior to joining Learning Forward, she was the president of the National Commission on Teaching & America’s Future (NCTAF) where she led NCTAF’s charge to build a research-based framework of policies and practices that ensure every child has access to a competent, caring teacher in a school organized for success.

Laura Haddad
English Teacher and Technology Coach, Glastonbury High School, Glastonbury, Conn.

Haddad has taught secondary education for 13 years in Connecticut. She has been a technology coach for four years at the high school level.

Keith R. Krueger
CEO, the Consortium for School Networking (CoSN)

COSN is a nonprofit organization that serves as the voice of K-12 school district technology leaders. Its mission is to empower educational leaders to leverage technology to build engaging learning environments. In fall of 2015, Krueger conducted a work study on Digital Equity as an Associate in Practice at Harvard’s Graduate School of Education. As a Certified Association Executive, he has extensive background in nonprofit management.

Steven Langford
Chief Information Officer, Beaverton School District, Beaverton, Ore.

Langford is the chief information officer for the Beaverton School District, serving 40,000 students and their families. He has served in technology leadership roles over the past 27 years both in K-12 and higher education institutions. He is on the board of directors for the Association for Computer Professionals in Education and served as president of that organization in 2014-15.

Langford worked collaboratively to establish the NW CoSN chapter, connecting Oregon and Washington districts with CoSN. He has served on numerous CoSN committees, including the Chief Technology Officers Council and (most recently) as co-chair of the Technical Standards Committee, which produced the Interoperability Standards for Education primer.

Mark Lieberman
Staff Writer, Education Week

Lieberman is a reporter for Education Week covering technology and digital learning. He covers issues including cybersecurity, personalized learning, the future of work, e-learning, and virtual education. He previously covered digital learning and online education in the postsecondary world for the online publication Inside Higher Ed.

Sarah Porisch
Director of Technology, Brainerd Public Schools, Brainerd, Minn.

Brainerd Public Schools is one of the largest districts in Minnesota with 6,500 students and covering over 500 square miles in central Minnesota. Porisich has been in education for over 15 years. Prior to becoming director of technology, she was a middle school teacher in the areas of reading, math, and social studies.

Mark Racine
Chief Information Officer, Boston Public Schools

Racine joined the Boston Public Schools in 2007 as a classroom teacher before joining the central administration in 2012. He serves on the governance board for the Ed-Fi Alliance, the National Advisory Council for Cybersecurity, and the peer review team for the Council of Great City Schools.

Jenny Radesky
Assistant Professor of Pediatrics, Medical School, Department of Pediatrics, Division of Developmental Behavioral Pediatrics, University of Michigan

Radesky is a developmental behavioral pediatrician whose research focuses on family digital media use, child social-emotional development, and parent-child interaction. She uses a combination of observational, qualitative, and passive sensing methods to examine how parents and young children use mobile media throughout daily routines. She authored the 2016 American Academy of Pediatrics digital media guidelines for young children.

David Rauf
Staff Writer, Education Week

Rauf is part of a team covering the technology beat as school districts are forced to shift to remote learning during the coronavirus crisis. He was previously a senior reporter for Hearst Newspapers, covering state politics in Texas, and he has also written about federal agencies and Congress for Politico Pro’s technology team. As a freelance reporter based in Austin, Texas, for the last three years, his work has appeared in Scientific American, the Associated Press, the Dallas Morning News and the Texas Observer, a nonprofit investigative publication.

Antonio Romayor
Chief Technology Officer, El Centro Elementary School District, El Centro, Calif.

Romayor is a graduate of the CITE Certified Chief Technology Officer Mentor Program and the EIA K-12 Chief Innovation Officer Program. He was recognized as the 2017 Association of California School Administrator’s Administrator of the Year (Region 18—San Diego/Imperial Counties).

Tom Ryan
Chief Information and Strategy Officer, Santa Fe Public School District, Santa Fe, N.M.

Ryan is also the president of Emmersion Learning, an organization dedicated to transforming education through the effective use of digital learning tools. Ryan, who has served as a CIO for more than 15 years, is a senior fellow for the Center for Digital Education.

Patti Salzmann
Chief Academic Officer, Division of Academics and School Leadership, San Antonio Independent School District

Salzmann oversees academic programming, including college, career and military readiness, advanced academics, curriculum and instruction, 21st century learning, fine arts, student and academic support services, and educator quality and evaluation. Prior to this role, she served as the assistant superintendent for teaching and organizational Learning. She has also served as executive director for curriculum & instruction for North East ISD also in San Antonio. Having been an educator for more than 30 years, Salzmann has served in numerous roles, including classroom teacher, instructional specialist, program supervisor, and senior director for school improvement.

Sarah Schwartz
Staff Writer, Education Week

Schwartz is a reporter for Education Week who covers curriculum and instruction. Before joining the staff, she was as an Education Week intern, covering education technology. She has also worked at a middle school in East Harlem, New York.

Sarah D. Sparks
Assistant Editor, Education Week

Sparks is a reporter for Education Week who has covered education research and the science of learning for more than a decade. Sarah joined Education Week in 2010, and has published on education and other issues in Education Daily, the Republican-American, the Wall Street Journal, National Geographic Traveler, and others.

Lisa Spencer
Executive Director, Instructional Technology & Support, Prince George's County Public Schools, Upper Marlboro, Md.

Spencer manages eighteen instructional technology trainers, the Help Desk, three Technology Distribution Centers and assigned staff, as well as the IT technicians placed in schools and in the field. As with all other school districts, our district's overarching goal is to provide excellent customer service to all of our end users and work with our teachers to empower them to effectively and appropriately utilize technology as an instructional tool while providing opportunities for Prince George's County Public School students’ to master and enhance their use of 21st century skills.

GG Weisenfeld
Assistant Research Professor, National Institute for Early Education Research, Rutgers University, Graduate School of Education

Weisenfeld’s current work includes conducting national scans of pre-K policies at the state and city level, researching state efforts that support the implementation of high-quality preschools, contributing to the research and production of NIEER’s annual State of Preschool Yearbook, and offering technical assistance for state and city leaders on designing and enhancing pre-K efforts.

Weisenfeld is able to incorporate her vast early childhood education work experience in understanding systems that support young children at the state, local, and program level. She previously held the position of Hawaii’s director of the Executive Office on Early Learning in the Office of the Governor, worked on state level birth to grade three alignment as the p-3 director of early learning for Hawaii p-20, was a professor at the City University of New York, and an Early Head Start/Head Start director and preschool teacher.

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