1. Dr. Carol Choye, A Leader of Educational Leaders
2. Six tips for looking great in a Virtual meeting
3. A Conversation Between Diane Ravitch and Rev. Charles Foster Johnson
4. Opportunity for creative collaboration
5. What’s next for schools after coronavirus? Here are 5 big issues and opportunities
6. Poor US students miss out as virtual learning sharpens divide
7. Opportunity for creative collaboration
8. Schools after coronavirus? Here are 5 big issues and opportunities
9. 'There's A Huge Disparity': What Teaching Looks Like
10. Poverty and Potential: Out-of-School Factors and School Success
11. William Frantz Public School: A Story of Race, Resistance, Resiliency, and Recovery
12. How to Improve Your Presentation Skills for Video Conferencing
13. The 5 Essential Speaking Techniques
14. Leading with Kindness During a Crisis
15. Three big takeaways on remote learning
16. Share, Gather, Connect During COVID-19
17. How to Actually Work...When You’re Working from Home
18. Anecdotal Research Findings about Parents Who Homeschool.
19. An Offer from the New York Times
20. Are You Prepared for The Following Questions?
21. Virtual pep rallies to boost spirit during shutdown

1. Appearance: Start with the basics. Comb your hair, shave your face or apply your makeup and think strategically about your clothing.
2. Lighting: Here's where most people fail in web conferences. Have one steady lamp, directly by your face, for even, steady lighting.
3. Background: You want people focusing on your face, not on what's behind you. Plain and simple," like blank walls, or a wall with nothing but one piece of art hanging.
4. Perspective: Here's the biggest no-no. Get rid of what he calls "wide-angle face." "The closer you are to a wide-angle, the more distorted you are."
5. Eye Level: Don't have the webcam looking up at you, because that will turn you into "Look up my nostrils dude." Eye to eye contact is the best connection." Look at that camera directly, straight ahead. How to do that when the webcam is physically below your eye? Stack a bunch of books under your laptop until you see the webcam eye to eye. 
6. Sound: While we just told you to step away and not be so close, don't be so far away that the microphone won't hear you. Remember to put the kids and other sound distractions in another room during your meeting, if you can. And, this is a huge one: Don't forget to mute the microphone when listening. Otherwise, everybody gets to hear you typing away. For improved audio. (Learn more.)

1. Extra student support needed. Support will be needed for our weakest learners and most vulnerable children to settle down and catch up. After weeks or months at home, students will have lost their teachers’ face-to-face support. Many young people will have experienced poverty and stress. They may have seen family members become ill, or worse. They might have had little chance to play outside.
2. Prioritizing well-being. Well-being will no longer be dismissed as a fad. Before this crisis, there were murmurings that student well-being was a distraction from proper learning basics. No more.
3. More gratitude for teachers. Teachers are among the unsung heroes of COVID-19: preparing resources and guidance for remote learning, dropping off school supplies in plastic boxes, connecting with kids and their parents to make sure they’re OK — even while many have kids of their own at home.
4. Vocational skills and training. The dignity and importance of vocational education, skills and training will be reflected in what we teach.
5. More and less tech for education. During COVID-19, there’s been a mad scramble to find technology to support learning at home. Upwards of 30 per cent of students don’t have internet access or digital devices at home.

1. The digital divide is real. In many districts, the rush to build a remote learning plan began the old-fashioned way, with paper packets — enough to tide kids over while school leaders take stock.
2. Teaching remotely can be just as exhausting as teaching in-person, Definitely working really hard. And in some ways harder than I ever have before. I just didn't think that was possible."
3. Providing special education has been an enormous challenge. "Our district overall is implementing Google Classroom, but that doesn't work well for my students, since I have students with more significant needs,"
4. Teachers are making connections any way they can. Roughly two hours each morning reaching out to students and families by phone. She says this outreach is especially important for kids who can't connect online.
5. For online classrooms, it's important for teachers to see their students and for kids to feel seen.
6. Many schools' top concern is not academics, Yes, that personal connection educators have with their students helps kids stay focused when it's time to learn, but she says it's more important than that. Many students experience trauma at home — including poverty, food insecurity, abuse and neighborhood violence. (Learn more.)

1. Know Your Audience’s Needs. Ordinary speakers deliver information; leaders marry information to needs and desires. Persuasion and inspiration require engaging not only the minds but also the hearts of followers.
2. The 3 Cs: Have a Clear, Concise, and Consistent Message. A clear, concise, and consistent message—the Gettysburg Address fits the bill perfectly.
3. Improve Your Voice. The voice of a leader may or may not be beautiful, but it’s usually powerful.
4. Use Nonverbal Communication. Leaders look and sound at ease and powerful at the same time, and know how to use their physical presence.
5. Be Action-Oriented. Aim for action as a result of what you say. It’s a great way to measure the success of your presentations. (Learn more.)

1. Identify key priorities. One message that’s highlighted repeatedly in the report is that, in setting up initiatives and systems to support students remotely, schools should aim to zero in on a few key priorities and try not to overdo it. “Schools that do a few simple things well, listen to stakeholders, and plan for the future will likely be in the best position on the other side of this crisis."
2. Foster community. Another message that runs through the report is the need for educators to focus on building or maintaining a sense of community in these hastily assembled remote-learning settings. Especially at a time like this, anything educators can do to convey connection, normalcy, and consistency is important. And don’t overlook the added value of ongoing teamwork and collaboration among educators themselves.
3. Take a whole child approach. The third point that emerges strongly from this report is that this is truly a whole child moment in education. It is a time when, even more than usual, many students’ needs are is far from strictly academic. Social distancing is not the same for everyone—for our students and adults alike.  

• Post on social media a quick daily update to families.
• Send a weekly email “round up” at the end of each week that summarizes what has happened and previews what might be coming next.
• Provide a clear and concise list of family friendly information on their websites in multiple languages.

• Assign key staff members to monitor social media and/or a suggestions box on their website.
• Check in regularly with local community organizations who serve families and children who are most vulnerable.

• Provide a regular space for staff to talk about what is happening, how they are coping with the crisis, and to share concerns, ideas and possible solutions is critical.

1. The Information to Answer All of the Questions.

• Administrators at Paris Elementary in Aurora, Colorado, hold weekly virtual assemblies like pep rallies to keep positive school culture going during the coronavirus pandemic, Chalkbeat reports. 
• The meetings have had some road bumps, including students and administrators struggling with mute buttons and unfamiliar usernames trying to join in. 
• Ninety-eight percent of Paris Elementary’s 340 students qualify for subsidized lunches, and English is a second language to more than 75% of them. The rallies are one method of keeping families, many of which are under duress due to lost jobs and wages, connected to school during the shutdown. The school also tries to connect families to resources like mental health professionals. (Learn more.)

• Assisting the superintendent in planning the board's agendas;
• Representing the district and the board at official functions;
• Being responsible for the orderly conduct of all board meetings;
• Calling special meetings when required;
• Appointing all committees and serving as an ex-officio member of those committees, unless otherwise ordered by the board;
• Keeping the vice-chair informed on all pertinent matters in case the chair is absent;
• Acting as a resource to the superintendent on decisions that may require further information between board meetings;
• Signing the minutes and other official documents that require the signature of the chair;
• Assuming other duties authorized by the board. (1)

1. Presides at meetings of the board, signs papers and documents as required by law or as authorized by action of the board, 
2. Conducts meetings in the manner prescribed by the board's policies, 
3. Has the full right to participate in all aspects of board action without relinquishing the chair, including the right to vote on all matters,
4. Manage the board's deliberation so that it will be clear, concise, and directed to the issue at hand,
5. Summarize discussion and action before moving on to the next agenda item.
6. Manage the meeting so that the agenda is followed expeditiously,
7. Official recipient of correspondence directed to the board and will provide to other board members and the superintendent, copies of the correspondence received on behalf of the board. 
8. Consult with the superintendent on issues such as board meeting agenda, study session, and board retreat planning before presentation to the full board and perform tasks to facilitate board meetings. 
9. Serve as the spokesperson of the board. 
10. avoid speculating upon actions or decisions which the board may take. (2)

1. Respecting and encouraging the input of the other members over their own as the chair. 
2. Resolving the issues is a higher priority than expressing an opinion, as the chair.
3. Refereeing and facilitator of the impartial process is the higher priority as the chair 
4. Restraining opinions while facilitating the process of decision-making is a greater responsibility as the chair.

1. The Role of the School Board Chair on the Oregon School Boards Association website. http://www.osba.org/Resources/Article/Board_Operations/Board_Chair.aspx
2. Board Officers and Duties of Board Members – The CHAIR (model policy) https://www.csd49.org/userfiles/74/my%20files/1220%20board%20officers%20and%20duties%20of%20board%20members.pdf?id=2819
3. What is the Role of the Board Chair? In Board Effects. https://www.boardeffect.com/blog/role-of-the-board-chair/
4. The Chairman or President in Robert's Rules of Order Revised, Fourth Edition, Section 58. http://www.rulesonline.com/rror-10.htm