Is LCPS doing that concurrent foolishness?

[Anonymous]

Thinking I’ll quit if I now have to teach two systems at the same time.

[Anonymous]

Anonymous wrote:Thinking I’ll quit if I now have to teach two systems at the same time.

Good riddance.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Thinking I’ll quit if I now have to teach two systems at the same time.

Good riddance.

Any c hace u can answer the damn quesrion

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thinking I’ll quit if I now have to teach two systems at the same time.

Good riddance.

Any c hace u can answer the damn quesrion

There’s no question that was actually asked. DUH!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thinking I’ll quit if I now have to teach two systems at the same time.

Good riddance.

Any c hace u can answer the damn quesrion

There’s no question that was actually asked. DUH!

What is a concurrent model? Is LCPS doing that in semester 2?

[Anonymous]

Anonymous wrote:Thinking I’ll quit if I now have to teach two systems at the same time.

Have they not provided staff any details about their plan?

[Anonymous]

Anonymous wrote:Thinking I’ll quit if I now have to teach two systems at the same time.

Geez. It’s ok. Privates are doing this and it’s fine.

[Anonymous]

Yes, LCPS will almost certainly use a concurrent model for secondary schools in semester 2. The overwhelming majority of secondary principals prefer it to the separate hybrid/DL model. It’s less clear for ES.

[Anonymous]

Anonymous wrote:Yes, LCPS will almost certainly use a concurrent model for secondary schools in semester 2. The overwhelming majority of secondary principals prefer it to the separate hybrid/DL model. It’s less clear for ES.

Is concurrent basically the same as DL but inside the classroom? If so, besides asking questions in person what other real benefits are there? The exposure is there and cases will spike. Is that better than DL?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Yes, LCPS will almost certainly use a concurrent model for secondary schools in semester 2. The overwhelming majority of secondary principals prefer it to the separate hybrid/DL model. It’s less clear for ES.

Is concurrent basically the same as DL but inside the classroom? If so, besides asking questions in person what other real benefits are there? The exposure is there and cases will spike. Is that better than DL?

Maybe. For basic teachers that's what it is.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Yes, LCPS will almost certainly use a concurrent model for secondary schools in semester 2. The overwhelming majority of secondary principals prefer it to the separate hybrid/DL model. It’s less clear for ES.

Is concurrent basically the same as DL but inside the classroom? If so, besides asking questions in person what other real benefits are there? The exposure is there and cases will spike. Is that better than DL?

I think it depends on the school. At our MS it will not be like this at all. A portion of each class will be direct lecture to all students like this, but after that there will be various other things going on, from breakout rooms to small groups, etc. We are part of the pilot and our principal is very pro-concurrent. For kids that want to go back to school, concurrent is the only option. Separate hybrid and DL is not logistically workable for master schedules, so the alternative to concurrent is staying all DL which we are not interested in. I’m so glad our principal supports hybrid, supports concurrent, and because we have additional capacity, should not have any issues getting all students who wish to in the school 2 days per week. A strong principal makes a big difference. Our ES principal not so much.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, LCPS will almost certainly use a concurrent model for secondary schools in semester 2. The overwhelming majority of secondary principals prefer it to the separate hybrid/DL model. It’s less clear for ES.

Is concurrent basically the same as DL but inside the classroom? If so, besides asking questions in person what other real benefits are there? The exposure is there and cases will spike. Is that better than DL?

Maybe. For basic teachers that's what it is.

Was the usage of the adjective basic an attempt to pejoratively address professional who teach our children?

Or was it rather a lack of knowledge on your behalf and meant to insert and adverb there saying “basically that’s what’ll be for teachers?”

Grammar is very important. Please clarify.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, LCPS will almost certainly use a concurrent model for secondary schools in semester 2. The overwhelming majority of secondary principals prefer it to the separate hybrid/DL model. It’s less clear for ES.

Is concurrent basically the same as DL but inside the classroom? If so, besides asking questions in person what other real benefits are there? The exposure is there and cases will spike. Is that better than DL?

Maybe. For basic teachers that's what it is.

Was the usage of the adjective basic an attempt to pejoratively address professional who teach our children?

Or was it rather a lack of knowledge on your behalf and meant to insert and adverb there saying “basically that’s what’ll be for teachers?”

Grammar is very important. Please clarify.

Yes. Basic teachers will park the in-person students on their laptops, recreating SRS without the sides. Good teachers will teach the in-person students and the DL students, sometimes synchronously and sometimes one group or the other.

[Anonymous]

The DL only crowd going forward will lose out.

[Anonymous]

Anonymous wrote:The DL only crowd going forward will lose out.

The DL crowd is a majority in LCPS. They won't lose out.