In this issue...
On Post-Pandemic Shifts: Learning and Growing through Change, authors
examine how the COVID-19 pandemic influenced the way educators,
students and their families were forced to adapt to unprecedented
changes brought on by nationwide lockdowns. They write about impacts
the pandemic had on teaching and learning. They explore changes that
followed everyone back into the classroom once school resumed in-person,
building resilience while advancing innovation.
This issue highlights five different practices that describe: how teaching
through a strength-based model fosters engagement and resilience while
capitalizing on students’ inherent abilities; how one elementary school
used mindfulness to combat the stress that came with post-pandemic
change and helped students build better tools for self-awareness; the use
of frameworks designed to strengthen cognitive, social and emotional
learning while building connection, safety and supportive relationships;
how an educator preparation program had to pivot to online instruction
so future teachers could have meaningful early field experiences; and how
one regional high school formed a research practice partnership to tackle
the belongingness gap in the wake of the pandemic.
A Letter from the Executive Vice President
Dear Colleagues,
For students, educators and families across New York, the last few years have been record breaking in so many ways,
as the COVID-19 pandemic brought an unexpected upheaval in 2020. And in the midst of this very uncertain time,
everyone had to pivot quickly as they adapted to a completely new model of teaching and learning. Technology became
instrumental in instruction and for communication across school communities. Suddenly life was being conducted
remotely through unfamiliar platforms that had to be mastered quickly.
Through the challenges brought on by the pandemic lockdown, educators saw an opportunity to approach teaching
in a whole new way while families got a clear glimpse into the newly evolving education setting. Students adapted while
working to find ways to stay connected with their peers. Determined to provide excellence to all of their students, New
York’s educators remained resilient and nimble. Professional learning sessions were well-attended as everyone scrambled
to learn what was needed to adapt to the unforeseen changes. And despite the limitations imposed during this trying
time, innovation and creativity found ways to flourish.
But school is about so much more than teaching and learning. The social fabric of our school communities
became a bit strained, and relationships were harder to maintain at a distance. The digital divide became more stark,
exposing educational inequities and social hardships. Although there were some positive gains, over time, all of this
took its toll on everyone.
As classrooms returned to their respective school buildings, so did the resilience built by educators, students, and
their families. The day-to-day structures of in-person school welcomed everyone back with open arms. Traditional school
erased some of the newer instructional approaches though some are definitely here to stay. For most, it is now much
easier to access digital tools and resources. And being flexible is now more ingrained. We have learned more about one
another as individuals and have become more sensitive to each other’s needs.
We hope you enjoy reading about the post-pandemic shifts and how everyone has learned and grown though changes
brought on by the experiences described in this volume. While there was a clear beginning to the pandemic in 2020, there
is no clearly defined ending point. But the lessons learned are likely to carry us forward for a long time to come.
Over the past 16 years, NYSUT has solicited articles for Educator’s Voice. The pandemic brought many changes to
our life, including the ways in which we share ideas and information. In this constantly evolving world, with many new
ways to share and disseminate, we have decided to discontinue the publication. The journal has provided our members
with an opportunity to share their research and practices, but we look forward to new opportunities and platforms for
sharing information about best practices in teaching and learning in the future. To all of those who have contributed
their time and efforts to this publication, we extend our heartfelt thanks to each one of you.
In Solidarity,
Jaime L. Ciffone
Executive Vice President, NYSUT
Teaching From a Strength-Based Framework to Enhance Student Success and Engagement
The strength-based model
emphasizes student
assets and abilities,
helping elementary and
secondary students feel
more connected to their
teachers and learning
environment while
fostering an increased
engagement in learning.
The relationship between
teacher and student is
the essential variable
in helping students
experience themselves
as capable and resilient.
Implementing this
model strengthens that
connection significantly.
Steven Baron, Psy.D., West Hempstead Education Association
What Mindfulness Can Look Like in an Elementary Classroom
This article explores how
fourth-grade students
respond to the introduction of mindfulness
practices during the
height of the pandemic.
While the anticipated
outcome was for students
to be calmer in school,
the practices had farreaching impacts in terms
of focus, engagement, and
self-awareness.
Alice Chiappinelli O’Neill, South Colonie Teachers Association
Building Practices That Support the Changing Dynamics of Teaching
Connection, belonging,
and safety were essential
for keeping students
engaged during remote
learning. Turns out, the
science of learning and
development point
to such practices as a
blueprint for moving
toward a new normal.
A “whole child”
framework, promises
classroom routines that
include practices for the
co-creation of norms and
expectations, building
awareness of, embracing,
and promoting the
identities and cultures of
all school members and
using restorative practices
that seek to repair harm,
and create school climates
built on supportive
relationships.
Susan M. Alviene, Schenectady Federation of Teachers
Lessons on Closing the “Belongingness Gap” from a Regional High School’s Research-Practice Partnership
Research-Practice
Partnerships are
designed to promote the
translation of research to
practice and encourage
educators and researchers
to work hand-in-hand
to identify and use
strategies to improve
student experiences
and outcomes. This RPP
includes educators from
Tech Valley High School
and researchers at the
University at Albany,
SUNY who focus on Tech
Valley’s experiences with
tackling issues of student
belongingness.
Kristen Wilcox, Ph.D., United University Professions, University at Albany, SUNY
Lana Hower, Tech Valley High School Association
Amy Hawrylchak, Ed.D., Tech Valley High School
Jessie Tobin, University at Albany, SUNY
Maria I. Khan, Ph.D., University at Albany, SUNY
Online Tutoring as an Early Field Experience throughout the Pandemic and Beyond: Perception of Teacher Candidates
Teacher candidates
enrolled in the Childhood
Education program
at SUNY Plattsburgh
typically engage in
in-person early field
experiences every
semester beginning their
first year and continuing
until student teaching.
However, the COVID-19
pandemic abruptly
halted this clinically rich
experience. In response,
the faculty quickly
developed Cardinal
Classroom, a replacement
online early field
experience.
Kathryn Alton, United University Professions, SUNY Plattsburgh
Alison Puliatte, United University Professions, SUNY Plattsburgh
Yong Yu, United University Professions, SUNY Plattsburgh
Amy Gervich, United University Professions, SUNY Plattsburgh
Resources