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In a matter of days, the delivery of education was changed for most students nationwide, moving from face-to-face instruction in a physical classroom to a fully virtual classroom enabled by a mobile device and Internet connection. Parents found themselves suddenly in the new role of co-teacher or instructional aide for their child’s learning at the kitchen table, a responsibility that many were not prepared for, and often conflicted with their own remote work-at-home realities. Teachers valiantly re-engineered classroom lessons and activities to work in an online environment while also at the sametime trying to elevate their own technology skills and experiment with new ways to engage their students, now through a screen. The efforts have been nothing short of heroic. Now, as many physical school buildings reopen with hybrid or fully face-to-face instruction, a new conversation is emerging about what has been learned through this experience and what it means for the future of education. Project Tomorrow’s ® recent national report, Digital Learning during the Pandemic: Emerging Evidence of an Education Transformation, provides insights from the Speak Up Research Project to inform those new discussions. i  \nThe emergence of new learning models and the increasing importance of technology in empowering those new virtual learning experiences has left indelible marks on K-12 education, some of which are just starting toemerge. One of those indelible marks is the changed role of the school principal. In addition to their longstanding responsibilities as the instructional leader for their school, many principals are now also serving asthe morale cheerleader for their staff, public relations manager for health and safety to the parent community, logistics and scheduling manager for new school formats, and the digital learning director at their school pushing the envelope in terms of the use of online resources and new learning modalities. Principals are on the front lines of an emerging transformation in education, and at the same time, living through a historic redesign of their own job position and responsibilities relative to the needs of their school community.  \nDistrict administrators have long identified the fundamental role that school site principals play in addressing the educational needs of students. Many district or central offices have increasingly identified the enhanced effectiveness of school principals as a powerful tool in closing the achievement gap. Most recently, 41% of district leaders emphasized the importance of effective school leadership as a strategic district goal, up from 33% ten years ago. ii It is therefore critical that in the new discussions about the future of education, postCOVID, the changing roles and responsibilities of school principals are acknowledged and appreciated.  \nTo that end, Project Tomorrow and BrainPOP has collaborated on the development of this new Education Leadership Brief: Examining the Evolving Digital Responsibilities of School Principals to examine specifically the evolving digital responsibilities of the school principal today resulting from the sudden shift to digital learning. This examination includes an evaluation of timely Speak Up Research Project data findings and the first-hand insights of principals collected through a series of interviews in February 2021. Principals interviewed included administrators from the Cleveland Metropolitan School District (OH), Little Lake City School District (CA) and New York City Department of Education (NY) . Within the Education Leadership Brief, we discuss four key findings from our research. Each find","cbCaiv5okKnrk3tW","https://ap.wps.com/l/cbCaiv5okKnrk3tW","pdf",575723,"English","# Introduction\n# The Tech-Savvy Principal\n## Technology skills and guidance responsibilities\n## Digital content tools and implementation\n# Research findings and implications for district leadership","[{\"question\":\"What major change during spring 2020 reshaped principals’ responsibilities?\",\"answer\":\"The rapid shift from face-to-face instruction to fully virtual classroom learning forced principals to take on new digital responsibilities. They needed to support teachers and families while adapting to online learning platforms.\"},{\"question\":\"How did principals’ roles expand beyond traditional leadership during remote learning?\",\"answer\":\"Many principals became morale and public-relations leaders, managed health and safety communications, handled logistics and scheduling for new formats, and acted as digital learning directors. They also pushed expanded use of online resources and new learning modalities.\"},{\"question\":\"What kind of evidence does the brief use to examine evolving digital responsibilities?\",\"answer\":\"It evaluates Speak Up Research Project data and combines it with interview insights from principals collected in February 2021. The brief reports four key findings drawn from this mixed evidence base.\"}]","Education Leadership Brief - Examining the Evolving Digital Responsibilities of School Principals | PDF",1792058593,18]