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Drawing on nine cross-sector focus groups with school board administrators, education-industry partners, and K-12 policy research organizations, the paper documents how decision-making evolved and highlights promising inquiry directions and lessons learned during 2020-2021.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/canadian-k-12-schooling-during-the-covid-19-pandemic-lessons-and-reflections/596987/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/canadian-k-12-schooling-during-the-covid-19-pandemic-lessons-and-reflections/596987.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was the study conducted during the COVID-19 disruption in K-12 schooling?","Question",{"text":112,"@type":113},"The paper addresses the unprecedented disruption to education and schooling and the need for leaders to make decisions affecting students’ educational, mental, and physical health under uncertainty.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research carried out?",{"text":117,"@type":113},"The authors used a Rapid Qualitative Inquiry approach, running focus groups and structured conversations with Education Taskforce members and conducting iterative qualitative analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What topics did the focus groups cover?",{"text":121,"@type":113},"They examined responses to COVID-19, the shift to remote learning, planning for return to school in fall 2020 and beyond, and changes to teaching, learning, and administration.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596987,1792167373,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Canadian K-12 Schooling During the COVID-19 Pandemic: Lessons and Reflections  \nJessica Rizk1, Robert Gorbet1, Janice Aurini1,Allyson Stokes2,& John McLevey1  \n1 University of Waterloo, 2 Memorial University  \nAbstract  \nThe COVID-19 pandemic created an unprecedented disruption to education and schooling at the end of the 2019-20 school year. Operating in a context of great uncertainty, education leaders were tasked with making key decisions with potentially far-reaching impacts on the educational and mental and physical health of students and families. Drawing on 9 cross-sectoral focus groups with school board administrators, representatives from education industry partners, and K-12 educational policy research organizations, this paper provides a historical record of the evolution of decision-making and points to promising lines of inquiry and lessons that can be learned from this moment in education.  \nKeywords: COVID-19, education, schooling, remote learning, equity  \nThe COVID-19 pandemic created an unprecedented disruption to education and schooling. In the spring of 2020, educators were tasked with making several big decisions such as how to deliver remote learning, keep families and students engaged, mitigate the effects of social inequalities and learning losses that accumulate over non-school time, and develop contingency plans for future emergencies (e.g., Campbell, 2020; Downey, 2019; OECD, 2020). These initial responses were situated within a context of uncertainty about the risks and transmission ofCOVID-19 and other considerations such as the equitable distribution of technology, directives from unions, and the more immediate health and safety needs of students and staff. At the same time, stakeholders suggested there is an opportunity to consider what a post-COVID-19 education system will look like, and whether there are changes to teaching, learning, and administration that are worth maintaining.1  \nIn response to the disruption in K-12 education, the “Education Taskforce” was established2 to facilitate cross-sectoral conversations with education leaders from across the country. The goal was to share lessons and strategies, ensure the successful continuation of quality learning, expand current pockets of innovation, and to consider what a “new normal” might look like. This paper summarizes the main themes from 9 focus groups with 20 Taskforce members and follow up meetings about their responses to the COVID-19 in the 2020-2021 school year. Our work provides a historical record of the evolution of decision-making and points to promising lines of inquiry and lessons that can be learned  \n1 For Canada’s education system’s response to COVID-19 see People for Education’s website. [https://peopleforeducation](https://peopleforeducation). ca/our-work/tracking-canadas-education-systems-response-to-covid-19/ .  \n2 Participation in the Education Taskforce is voluntary and there are no associated fees or payments. Statements about‘school boards’ reflect the information provided by Taskforce members and do not necessarily reflect all school boards across Canada.  \nCJEAP 201  \nfrom this unprecedented moment in education. These considerations and potential impacts continue to shape public discourse about education and schooling across Canada.  \nMethodology  \nIn April 2020, Equitable Learning (EL), an organization that works with education stakeholders from across Canada, 3 asked the authors to conduct a study about Canadian school board responses to COVID-19. EL created the Education Taskforce (referred to as the ‘Taskforce’ hereafter) and recruited members through their network. Taskforce members included Directors of Education, superintendents, representatives from major technology, communication, and software firms and non-profits that provide leadership in the area of education. Two senior administrators from a university teacher education program were also invited to join the Taskforce. We received ethics clearance to ","cbCaijjOrCXvnaZK","https://ap.wps.com/l/cbCaijjOrCXvnaZK","pdf",399068,11,"English","# Abstract\n# Methodology","[{\"question\":\"Why was the study conducted during the COVID-19 disruption in K-12 schooling?\",\"answer\":\"The paper addresses the unprecedented disruption to education and schooling and the need for leaders to make decisions affecting students’ educational, mental, and physical health under uncertainty.\"},{\"question\":\"How was the research carried out?\",\"answer\":\"The authors used a Rapid Qualitative Inquiry approach, running focus groups and structured conversations with Education Taskforce members and conducting iterative qualitative analysis.\"},{\"question\":\"What topics did the focus groups cover?\",\"answer\":\"They examined responses to COVID-19, the shift to remote learning, planning for return to school in fall 2020 and beyond, and changes to teaching, learning, and administration.\"}]","Canadian K-12 Schooling During the COVID-19 Pandemic - Lessons and Reflections | PDF",1792084149,28]