How D.C.-Area Private Schools Are Making Education Work in the Covid Era

By Carolyn M. Proctor
Data Editor
Washington Business Journal

Even if you’ve only quasi-watched your kids attend virtual classes this year, you may not fully comprehend the logistical gymnastics the school’s faculty has gone through to pull it together. We talked with six private schools from our List — with student bodies of between 175 and 1,060 and tuition ranging from $20,000 (for preschool) to more than $49,000 — about what they’ve been doing differently this year under Covid, what they’ve learned, what stood out and how this experience could change education even after the pandemic has passed.

What worked

Masks, social distancing, increased hygiene, screenings and student cohorts all became routine at the private schools that opened for in-person learning for the 2020-2021 school year. But those are just the most basic steps in an aggressive campaign to keep the students and faculty safe and learning.

The Potomac School in McLean implemented a Covid-19 testing strategy for the whole community, said Head of School John Kowalik. In Potomac, McLean School retained the head of the Dynamics Laboratory at George Mason University to analyze classroom air quality — and recommend improvements.

Donna Lindner, head of Northwest D.C.’s Lowell School, said moving certain classes outside, such as music, science and dance, proved successful. Not only was it easier to spread out and remain safer in the outside air, it also let the teachers be more creative.

“Seeing our students learn the moves to Michael Jackson’s ‘Thriller’ in one of our converted parking lots as part of their Halloween celebration was probably as fulfilling for me as it was for them,” Lindner said.

For those schools that started virtually — some have implemented a phased reopening — the technology used for remote learning and meeting has come with some bonus benefits, namely engagement. The Lowell School is hosting community meetings with no agenda, allowing the families to discuss whatever is on their minds. Damian Jones, head of the Edmund Burke School in D.C., said virtual town halls have become a fairly frequent occurrence.

And at Foxcroft School in Middleburg, 21 students from abroad who were unable to travel to the U.S. were able to enroll and learn virtually. Catherine McGehee, the head of school, said they’ll continue offering a remote hybrid model after the pandemic, as it offered more flexibility for both teachers and students.

Learning curve

Crafting an educational approach that provides the most safety, the best learning environment, and serves students and their families living under varied circumstances has been a juggling act for schools.

Virtual teaching has proved most challenging, especially at institutions like The Potomac School, which started the year entirely online but has since shifted to a hybrid model.

“Each faculty member received a wide-angle camera and tripod to facilitate synchronous instruction,” said Kowalik, adding that the youngest kids seem to have the hardest time with remote schooling. “There was a learning curve, as the teachers adjusted to the divided focus that is required when you’re working with two groups of students — some sitting in front of you, and some whose images you see projected on a screen in the classroom. The challenge for teachers in this situation is to ensure that both groups of students are engaged in class activities, participating fully, and getting the support they need.”

At Edmund Burke School, the usual trimester system with a seven- day rotating schedule was tossed out the window. Students were switched to a semester system and only four classes at a time, much like a college schedule. “This year, simplicity was key,” Jones said. “Students also can go in-depth on just a few subjects at a time, which is beneficial during this turbulent period.”

In the Open Air

The typically larger campuses at private schools have come in handy. Lowell School’s location across from Rock Creek Park made outdoor classes fairly easy, Lindner said. The Potomac School set up 10 large tents for outdoor classrooms, outfitting them with Wi- Fi.

Being smaller on average compared with public schools has also been advantageous. Jones said he and his faculty got to know the families of all 300 students very well, which helps in developing the right educational strategies. “In crafting our phased reopening plan, we frequently surveyed and met with our families to hear their feedback and ultimately created different solutions for different grades,” he said.

Virtual lessons

“My colleagues and I designed ‘science kits’ that we packed with necessary components and equipment, which the students picked up at the beginning of the school year. Over the course of the semester, they have used their kits to carry out a variety of experiments and projects. One of our first laboratory experiences was to test the absorbency of diapers!”

– Amy Cataldo, school dean of special programs and science department, Edmund Burke School

“While my curriculum may be moving slower than previous years, the students are learning deeply on topics and developing critical- thinking skills. The connection with positive emotions will likely sink in that learning, so that they remember the joy of learning in person in 2020.”

– Emily Sanderson, a sixth grade social studies teacher at Flint Hill School in Oakton

Joyful moments

Lowell School’s Donna Lindner on the birth of a new tradition this year: Tutu Tuesday.

“The idea for Tutu Tuesday came from one of our students. She asked the director of our pre-primary school if they could both wear tutus to schools,” Lindner said. “Instead of the adults just saying, ‘Oh my gosh, she’s so cute,’ and then moving on, our staff leaned in and let the child know that her idea had value. It became something that everyone on campus got involved in, including our head of operations, members of our facilities team, and staff who weren’t even working on campus. All of the students in pre-primary and kindergarten did it. It was a fantastic experience for everyone involved.”

The head of school at Edmund Burke School, Damian Jones, recalled how the D.C. campus welcomed back students in person in early November. The school celebrated their arrival with a variety of outdoor activities, including a trip to the National Zoo for sixth graders, an outdoor movie night for the eighth-grade class and some hiking in Rock Creek Park for 10th graders.

“The obvious joy and relief that everyone felt from being together,” Jones said, “despite the masks and the need to space out, were palpable.”