Originally published June 2020, reposted April 27, 2026

by Ky Holland

The COVID-19 pandemic—and the sudden redesign of both the delivery and content of our K–12 education system—has created an immediate opportunity we should not lose: redefining the role of parents in the design, delivery, and assessment of education. Parents now have an unprecedented level of awareness and involvement in their children’s education. As we move beyond emergency at-home instruction and resist simply waiting for an “old normal” to return, we should carefully examine what is worth keeping.

For too long, our education system has focused on a model that assumed a capable-student and an accountable-teacher, while parents have remained on the sidelines—occasionally appearing as “helicopter” parents or attending infrequent parent-teacher conferences. The role of parents deserves closer examination, and we should not allow it to revert automatically to past norms. In Alaska, we have an additional opportunity to use this disruption to rethink teacher preparation programs so they better meet our state’s needs—integrating new models of academic delivery alongside increased parent and community participation.

To begin, let’s look broadly at the current education landscape and the COVID-related challenges that apply nationwide. One obvious opportunity is the expansion of blended or “flipped” learning models. Without COVID-19, implementing years of delivery reform would have been nearly impossible to design, fund, and manage. Now, we have a chance to define a “new normal.” Many teachers may not want to return to overcrowded classrooms and the daily disruptions that often dominated instruction.

However, as we explore new delivery methods, a significant challenge emerges: ensuring that teachers—and more importantly, administrators—understand that distance learning and virtual classrooms cannot be created through quick repurposing of traditional pedagogy. This lesson was learned 20 years ago during the earlier wave of electronic distance education, yet it seems we must learn it again. K–12 teachers, trained over several years in classroom management and instruction, were suddenly expected to master new platforms, technologies, and teaching methods in a matter of days—without time for testing or evaluation.

“Designing for Distance” was once a course offered to educators transitioning to online instruction. Today, most teachers have not received that training. We know that delivering content—along with meaningful formative and summative assessments—is both difficult and time-consuming. Expecting teachers to accomplish this under current conditions is unrealistic and creates both short-term shortcomings and long-term challenges.

To support this transition, we need a more innovation-driven approach to funding education. While the current response has been necessary, it has largely focused on maintaining the status quo rather than investing in a better future. Some innovations emerging from this period may prove superior to previous models, and we should be prepared to build on them. However, much of the CARES Act funding has been used simply to “hold our breath” while waiting to return to the old normal. In other parts of the country, funds supported university students in helping teachers develop digital content—but in Alaska, this approach was not widely adopted. We need greater emphasis on innovation, entrepreneurship, and digital transformation to fully realize the benefits of this disruption.

Long-term, our fundamental approach to education has not changed—but it should. We continue to struggle with student engagement and meaningful academic and career exploration. Too many students—and their parents—lack a clear sense of purpose in education. Poor graduation rates and academic outcomes reflect a system that has not fostered self-directed, motivated learners.

Research in Contextual Teaching and Learning shows that learning is built on two key principles: meaning and connection. Without meaning, learning does not stick. Without practical application, it is often discarded. Career and Technical Education (CTE) has long provided an alternative pathway, often leading to well-paying and fulfilling careers. Yet too many students either skip postsecondary education or pursue four-year degrees that do not align with workforce needs. While STEM education has value, it has not always been aligned with practical, meaningful career opportunities.

We should even consider bold ideas—such as rethinking the role of 12th grade, which is often underutilized unless students are in advanced or technical programs. That year could instead become a meaningful bridge to postsecondary education or career pathways.

At the same time, the shift to home-based learning introduces risks. Our system has long aimed to ensure that no student falls behind through structured assessment and support. Today, much of that responsibility has shifted to parents or caregivers, many of whom lack the tools or training to support student learning effectively.

Yet within this challenge lies an opportunity: redefining the role of parents. For too long, education has relied primarily on the teacher-student relationship, with parents playing a peripheral role. A new paradigm could position parents as true partners in education. This might even include educating parents alongside their children—offering opportunities to build skills, support learning, and strengthen communities.

We can also learn from immigrant and refugee families, where parents often gain knowledge through their children’s education. Expanding this dynamic could enhance ESL and community integration programs. At the same time, we must acknowledge a difficult truth: our current system often functions as childcare to support the workforce. Rethinking this role could lead to more intentional and effective educational outcomes.

A recent McKinsey report outlines many of these challenges and opportunities, though it overlooks the critical role of parental involvement:
https://www.mckinsey.com/industries/public-and-social-sector/our-insights/reimagining-a-more-equitable-and-resilient-k-12-education-system

Now to Alaska’s unique challenges—and the central point of this post:

Most teachers in rural Alaska come from urban or out-of-state programs and stay only one or two years. Few remain beyond five. This model fails both students and communities.

At the same time, the University of Alaska Anchorage lost accreditation for its elementary education program, contributing to the consolidation of teacher preparation programs within the University of Alaska Southeast. Combined with the loss of Alaska Pacific University’s K–8 program, we are left with a significant gap—and an opportunity.

Rather than restoring previous models, we should consider a bold experiment: redesigning teacher preparation in Alaska from the ground up. This could mean moving away from national accreditation standards to create a model tailored specifically to Alaska’s needs—particularly for rural communities.

Key elements of this redesign could include:

• Reducing reliance on standardized testing and rethinking how we measure educational success—taking inspiration from systems like Finland.
• Integrating contextual and student-centered learning approaches, including IB and research-based instructional methods.
• Leveraging technology for flipped learning, allowing classroom time to focus on discussion, collaboration, and applied learning.
• Embedding career and technical education throughout K–12 to provide meaning and direction.
• Expanding parent and community engagement, including adult learning opportunities and “community schools” models.
• Incorporating Alaska’s unique environment, culture, and outdoor experiences into the curriculum.
• Emphasizing local history, Indigenous knowledge, and ecological understanding.
• Broadening skill development beyond STEM to include financial literacy, problem-solving, creativity, and civic engagement.

Additionally, teacher preparation should begin with classroom immersion from day one, using an apprenticeship model. Student teachers could serve as full-time aides, gaining experience while supporting instruction. Rotations across the state could expose them to Alaska’s diverse communities and industries.

This new model would not need to replace all existing programs. It could operate alongside traditional pathways, serving those committed to teaching in Alaska—particularly in rural areas.

Ultimately, this transformation begins with redefining the role of parents. The COVID-era learning environment has created a rare opportunity to establish new expectations and partnerships in education. If we seize it, we can build a system that better serves our students, families, and communities—rather than returning to one that many already knew was falling short.

7/9/22 Crisis in the Classroom – Article from The Economist about effects of the pandemic. (Article will be behind a paywall online). https://www.economist.com/leaders/2022/07/07/governments-are-ignoring-the-pandemics-disastrous-effect-on-education

4/21/22 update on the teacher shortage. https://adn-ak.newsmemory.com/?publink=2fe6bb5b3_1348429

1/31/22 update on public education problems through the pandemic. https://adn-ak.newsmemory.com/?publink=0dcd97260_1348307

6/3/21 – APU announces a new community-based learning program. https://www.alaskapacific.edu/alaska-pacific-university-announces-three-new-academic-programs

4/5/21 – Recovery Act and a “once in a generation” funding opportunity. https://adn-ak-app.newsmemory.com/?publink=1bb071d9d_1345d09

12/15/20 – McKinsey Report COVID19 Learning Loss https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help

11/8/20 updates – Anchorage Daily News opinion – “Distance learning isn’t failing Anchorage high school students. http://adn.ak.newsmemory.com/?publink=24b4f5d8d

11/18/20 update from ADN on disparities in remote learning progress. However, keep in mind that there has been no formal distance training, tech ed specialist assisting teachers, or organized improvement effort to capture and share what’s working and assist with areas that are not working as well. If we are going to do better, we need to take a longer view of the situation, including considering that we may actually keep and benefit from some of the new methods we’ve adopted under duress. http://adn.ak.newsmemory.com/?publink=0a6203452