School closed: Stress test for parents and school staff
Friday, 13 (!) March: The Federal Council informs
GL 4.20 pm. Information from the Department of Education, Culture and Sport BKS on the school closure with the instruction to ensure childcare services during school hours from Monday.
An hour later: all members of the Executive Board agree to a meeting on Saturday morning. In the evening, I write the «script» for the meeting with proposed solutions. During the Federal Council's media conference, the first mother calls and asks what this means for her. Shortly afterwards, the first journalist wants to know what the school's position is on the closure.
SL My husband and I want to spend a weekend in Valais. As soon as we arrive, we immediately travel back because of the news. The first phone calls are already being made in the car.
Saturday, 14 March: Organisation and communication
GL 8 o'clock. I will call the school supervisory authority of the BKS department: What are the framework conditions for school supervision? Meeting with the school heads at 9am. Clarification of the organisation of the childcare provision and information for parents with a survey of parents' needs. Writing a letter to parents and informing teachers. At 4 p.m., the BKS informs about new framework requirements. The letters to parents have to be revised by Lisa Lehner.
SL The day begins with a final management meeting on site. We decide on measures to implement the federal and cantonal guidelines and formulate precise information for parents, pupils and teachers. Childcare must be organised!
LP After the information on Friday, we have to remain calm and wait and see; we have no idea what will happen next. I don't want to disturb the crisis meeting of the management.
Sunday, 15 March: many unanswered questions
GL Many parents get in touch. They don't understand that there is no homework. Most of them are friendly and accept that we are merely implementing the requirements of the Canton of Aargau.
SL Arrival and evaluation of parents' registrations for childcare. Planning the meeting with the teachers tomorrow and answering emails from concerned parents. Teachers also get in touch. I sense a great willingness to do everything possible!
LP Finally, on Saturday evening, the long-awaited news. The programme for the coming week is clear.
Monday, 16 March: an almost surrealistic time
GL Meeting with a radio journalist. He is interested in what is happening at a school now. Cancellations of meetings and still lots of calls from parents. There are countless detailed questions: Continued payment of wages for hourly-paid employees? Ensuring the home office? How to deal with teachers who may have contracted the virus? Teachers' fear of infection during childcare? We solve the most important questions as a team.
SL After a short team meeting, I greet the children who come to the childcare centre. They seem a little unsettled, but are happy about the opportunities to play at school. I answer lots of emails from concerned parents and talk to teachers on the phone about organising attendance on site and at home. New information from the canton in the evening. Lessons are transferred from phase 1 to phase 2 in the course of this week: The pupils to be supervised are also provided with work materials and tasks for voluntary practice and revision.
LP 7.30 am. Meeting in the school building to get the final information for the supervision. We quickly draw up a timetable, write letters and lists and make arrangements. Our kindergarten team is already collecting ideas for work assignments for the children.
Tuesday, 17 March: virtual communication
GL Many preparations: Procedures for future virtual GL meetings, communication processes with 300 teachers and around 2,300 parents. The inbox is overflowing with messages about the organisation of distance learning. First virtual meeting with the school administration in the evening.
I learn that a relative of a teacher is seriously ill. Suddenly the illness is very close. I am affected and thoughtful.
SL The dialogue with the headteachers of the different locations hardly causes any problems. Keeping your distance has to be practised, but emotionally you move closer together during this time. I accompany the teachers in the process for phase 2. They manage everything professionally well on their own; they seem to appreciate my support.
LP I'm restless, I want to meet other teachers and get things done. As communication has so far been via the school management, I feel the need to get in touch with the parents and indirectly with the children. I write a quarterly review with the note that we will get back to you with tasks at the end of the week.
Wednesday, 18 March: Everyday life - and yet not
GL 8 a.m.: Meeting between the city mayor and the city's department heads. We sit at the driving test like 30 years ago, lined up more than two metres apart.
SL I carry out normal school management tasks: Payment instructions, meetings with the secretariat, signing contracts, enrolments in special schools. In the afternoon, I chair a meeting with planning topics for the new school year.
LP I answer questions from colleagues on an ongoing basis. My thoughts are on the work assignments for the children: What makes sense? What can the children do well at home? Where do they need help from their parents? How do we organise the materials?
Thursday, 19 March: Distance learning
GL I learn that a relative of a teacher is seriously ill. Suddenly the illness is very close, it makes me very concerned and thoughtful.
SL The keyword of the hour is «distance learning»; phase 3 begins after the spring holidays, provided the school closure continues. Teachers, teacher training colleges, counsellors, IT companies - they are all taking action. A text message from a mother brings the day to a conciliatory end: «I would like to express our appreciation that you are all continuing your work at the school so conscientiously as far as possible during this time, chapeau!»
LP I note down the ideas for the voluntary tasks and write a letter to parents and a letter to the children. I email my suggestions to all the kindergarten teachers so that they can make changes and additions. There is a back and forth with emails, WhatsApp and phone calls until the form is clear.
So much for what happened at Baden Primary School up to the editorial deadline for the April issue. You can read the continuation of this report at www.vslch.ch
* Baden Primary School is one of the largest schools in the canton. 9 head teachers and a managing director form the school's management and run the school operationally.
The Swiss Association of School Principals (VSLCH) and the Swiss Federation of Teachers (LCH) take turns to have their say.
In the next issue: Being a teacher in the corona crisis
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News, series, educational videos: Many TV channels and online platforms have massively expanded their programmes during the coronavirus crisis. An overview.
- Learning in a state of emergency
What does everyday school life look like without school? How can and should parents support their children at school? Ten answers to the ten most pressing questions.
- Learning at home with children
Our columnist and learning expert Fabian Grolimund is also at home with his children and has to switch to homeschooling. Read this article to find out how he does it.