Washington principles

Students count on being able to work at a steady pace and depend on your consistency and availability. The structure of in-person instruction is provided in part by the physical space , which gives students cues about expectations and behaviors.

Face-to-face classrooms often have a setup that conveys norms. Likewise, it is important when teaching remotely to set the tone from the beginning of the course, creating a similar structure and visibility in the online environment. Like you, your students are probably attending online class from a space that has many uses — they may be in their bedroom, or a common room they share with family or roommates, or even a public space.

Lacking the focus that a dedicated classroom space provides, students may need time not just at the beginning, but throughout the course to create and re-create this focus in whatever space they are using. Suggest to students that they create a dedicated space where they live for participating in online classes. Take time to introduce yourself and have students introduce themselves in a large lecture, consider using breakout rooms for students to introduce themselves to a small group of their classmates.

Student engagement is always critical to learning success, perhaps even more so in an online course. Explore strategies you can use for student engagement. The remote teaching and learning environment calls on instructors and students to be flexible in the face of change, especially given the challenges all of us face around health, safety, child care, elder care, and income.

Along with the challenges are opportunities to envision your course differently. Unfortunately, this is not always the case, particularly during a pandemic.

Students do not all have the same access to high-speed internet or privacy. Some students may be living in crowded conditions with family or roommates, in different time zones. Resources and personnel should be made available to facilitate the identification of all art that had been confiscated by the Nazis and not subsequently restituted.

In establishing that a work of art had been confiscated by the Nazis and not subsequently restituted, consideration should be given to unavoidable gaps or ambiguities in the provenance in light of the passage of time and the circumstances of the Holocaust era. Every effort should be made to publicize art that is found to have been confiscated by the Nazis and not subsequently restituted in order to locate its pre-War owners or their heirs.

If the pre-War owners of art that is found to have been confiscated by the Nazis and not subsequently restituted, or their heirs, can be identified, steps should be taken expeditiously to achieve a just and fair solution, recognizing this may vary according to the facts and circumstances surrounding a specific case. If the pre-War owners of art that is found to have been confiscated by the Nazis, or their heirs, can not be identified, steps should be taken expeditiously to achieve a just and fair solution.

Commissions or other bodies established to identify art that was confiscated by the Nazis and to assist in addressing ownership issues should have a balanced membership.

Nations are encouraged to develop national processes to implement these principles, particularly as they relate to alternative dispute resolution mechanisms for resolving ownership issues.

Our podcasts have you covered. Full Details. We get it — getting out of your building is hard. Principals in different districts have vastly different professional learning budgets, support from the district for attending professional learning out of the district or school, and very different geographic access to quality training.

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