Teacher Professional Learning during the Global Pandemic

Five Critical Areas to Address

Authors

  • Theophile Muhayimana University of Northern Iowa

Keywords:

accelerated learning, equity, health and safety, pandemic, teacher professional learning, socio-emotional health, technology

Abstract

The pandemic disrupted teacher professional learning (TPL). This essay discusses key areas to be addressed in the TPL organization in the fall. They include health and safety; accelerated learning; technology; socio-emotional health; and equity.

 

Downloads

Download data is not yet available.

References

Adams, C. (2020a, April 17). Coronavirus 'confusion': teachers had little training for how to do online classes. USA Today. https://www.usatoday.com/story/news/education/2020/04/17/coronavirus-teachers-online-class-school-closures/2972529001/

Adams, C. (2020b, April 17). Teachers need lots of training to do online learning well: coronavirus closures gave many just days. The Hechinger Report. https://hechingerreport.org/teachers-need-lots-of-training-to-do-online-learning-well-coronavirus-closures-gave-many-just-days/

Akcaoglu, M., & Lee, E. (2016). Increasing social presence in online learning through small group discussions. The International Review of Research in Open and Distributed Learning, 17(3), 1-17. https://doi.org/10.19173/irrodl.v17i3.2293

Akiba, M., & Liang, G. (2016). Effects of teacher professional learning activities on student achievement growth. Journal of Educational Research, 109(1), 99–110. https://doi.org/10.1080/00220671.2014.924470

Amobi, F. (2020, August 5). Elevating student engagement in breakout rooms. OSU Center for Teaching and Learning. http://blogs.oregonstate.edu/osuteaching/2020/08/05/elevating-student-engagement-in-breakout-rooms/

AFSP. (2020, October 13). Suicide prevention in K-12 schools (State priority). American Foundation for Suicide Prevention. https://afsp.org/suicide-prevention-in-k-12-schools

Beteille, T. (2020, May 19). Supporting teachers during the COVID-19 (coronavirus) pandemic. World Bank Blogs. https://blogs.worldbank.org/education/supporting-teachers-during-covid-19-coronavirus-pandemic

Bell, K. (2020, June 11). What is G Suite for education? What you need to know. Shake Up Learning. https://shakeuplearning.com/blog/g-suite-education-need-know/

Balram, A. (2020, April 20). How online learning can affect student health. The Johns Hopkins Newsletter. https://www.jhunewsletter.com/article/2020/04/how-online-learning-can-affect-student-health

CDC. (2020, August 11). Guidance for K-12 School Administrators on the Use of Masks in Schools. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/cloth-face-cover.html

Chinni, D. (2020, March 22). School closures skyrocket, nearly 54 million students sent home. NBC News. https://www.nbcnews.com/politics/meet-the-press/school-closures-skyrocket-nearly-54-million-students-sent-home-n1165946

CSAI. (2018, March). Using student assessment data to support decision-making. ERIC. https://files.eric.ed.gov/fulltext/ED588492.pdf

Darling-Hammond, L., Hyler, M., & Gardner, M. (2017, June 5). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

D’cruz, C. (2020, June 4). Has the COVID-19 pandemic brought schools and students' families closer together? SG No Icon. https://www.schoolgovernance.net.au/news/has-the-covid-19-pandemic-brought-schools-and-student-families-closer-together

Fegert, J. M., Vitiello, B., Plener, P. L., & Clemens, V. (2020). Challenges and burden of the coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: A narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child and Adolescent Psychiatry and Mental Health, 14(20), 1-11. https://doi.org/10.1186/s13034-020-00329-3

Felter, C., & Maizland, L. (2020, July 27). How countries are reopening schools during the pandemic. Council on Foreign Relations. https://www.cfr.org/backgrounder/how-countries-are-reopening-schools-during-pandemic

Fishbane, L., & Tomer, A. (2020, June 17). As classes move online during COVID-19, what are disconnected students to do? Brookings. https://www.brookings.edu/blog/the-avenue/2020/03/20/as-classes-move-online-during-covid-19-what-are-disconnected-students-to-do/

Fullan, M. (2011, May). Choosing the wrong drivers for whole system reform. Michael Fullan. http://michaelfullan.ca/wp-content/uploads/2016/06/13396088160.pdf

Fuxman, S. (2020, June 11). A key ingredient in reopening schools: social and emotional support. EDC. https://www.edc.org/blog/key-ingredient-reopening-schools-social-and-emotional-support

Garcia, E. (2020). The pandemic sparked more appreciation for teachers , but will it give them a voice in education and their working conditions ? Working Economics Blog. https://www.epi.org/blog/the-pandemic-sparked-more-appreciation-for-teachers-but-will-it-give-them-a-voice-in-education-and-their-working-conditions/

Goldman, C. A., & Karam, R. (2020, March 16). Coronavirus forces colleges online. Will learning ever be the same? RAND Corporation. https://www.rand.org/blog/2020/03/coronavirus-forces-colleges-online-will-learning-ever.html

Hamilton, L., Kaufman, J., & Diliberti, M. (2020). Teaching and leading through a pandemic: Key findings from the American Educator Panels Spring 2020 COVID-19 Surveys. RAND Corporation, 1–6. https://doi.org/https://doi.org/10.7249/RRA168-2

Harris, A. (2011). System improvement through collective capacity building. Journal of Educational Administration, 49(6), 624–636. https://doi.org/10.1108/09578231111174785

Herold, B. (2020, April 28). The disparities in remote learning under coronavirus (in charts). Education Week. https://www.edweek.org/ew/articles/2020/04/10/the-disparities-in-remote-learning-under-coronavirus.html

Ho, J., & Funk, S. (2018, March). Promoting young children’s Social and emotional health. NAEYC. https://www.naeyc.org/resources/pubs/yc/mar2018/promoting-social-and-emotional-health

Horn, I., & Kane, B. (2015). Opportunities for professional learning in

mathematics teacher workgroup conversations: Relationships to instructional expertise. Journal of the Learning Sciences, 24(3), 373–418. doi:10.1080/10508406.2015.1034865

Huang, B. R. (2016). Transformation and framework of teacher professional development in Taiwan. Policy Futures in Education, 14(7), 926–942. https://doi.org/10.1177/1478210316666428

Hughes, C. (2020, May 6). What lessons from the coronavirus pandemic will shape the future of education? World Economic Forum. https://www.weforum.org/agenda/2020/05/covid19-lockdown-future-education/

Hill, P. (2020, April 20). What post-Katrina New Orleans can teach schools about addressing COVID learning losses. Center on Reinventing Public Education. https://www.crpe.org/thelens/what-post-katrina-new-orleans-can-teach-schools-about-addressing-covid-learning-losses

Johansen, T. B., Astrup, E., Jore, S., Nilssen, H., Dahlberg, B. B., Klingenberg,

C., & Greve-Isdahl, M. (2020). Infection prevention guidelines and considerations for paediatric risk groups when reopening primary schools during COVID-19 pandemic. Eurosurveillance, 25(22), 1-6.

Johnston Community School District. (2020, August). Return to learn: Required online delivery mode. A guidebook for students, employees, and families for returning to school for the 2020-21 school year. Johnston Community School District. (2020). https://cdn.johnstoncsd.org/wp-content/uploads/2020/06/JCSD-RTL-Online-Plan.pdf

Johnston, H. J. (2020, April 24). Coronavirus school closures and learning loss: challenges and promising practices. https://www.usf.edu/education/anchin/research/coronavirus-school-closures-challenges-best-practices.aspx

Jones, C. (2020, May 13). Student anxiety, depression increasing during school closures, survey finds. EdSource. https://edsource.org/2020/student-anxiety-depression-increasing-during-school-closures-survey-finds/631224

King, F. (2016). Teacher professional development to support teacher professional learning: Systemic factors from Irish case studies. Teacher Development, 20(4), 574–594. https://doi.org/10.1080/13664530.2016.1161661

King, M. B., & Bouchard, K. (2011). The capacity to build organizational capacity in schools. Journal of Educational Administration, 49(6), 653–669. https://doi.org/10.1108/09578231111174802

Lederman, D. (2020, March). Will shift to remote teaching be boon or bane for online learning? Inside Higher Ed. https://www.insidehighered.com/digital-learning/article/2020/03/18/most-teaching-going-remote-will-help-or-hurt-online-learning

Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421. https://doi.org/10.1016/s2352-4642(20)30109-7

Li, C., & Lalani, F. (2020, April 29). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/

Mason, V., & Grover, T. (2020, June 11). Addressing the SEL needs of students during & after Covid-19. International Center for Leadership in Education. https://leadered.com/addressing-the-sel-needs-of-students-during-after-covid-19/

McClain-Nhlapo, C. (2020, May 11). An inclusive response to COVID-19: Education for children with disabilities. Global Partnership for Education. https://www.globalpartnership.org/blog/inclusive-response-covid-19-education-children-disabilities

McClure, B. M. (2020, May 18). Why every school must have a social emotional learning plan prior to reopening. 6 Minute SEL. https://www.lessonsforsel.com/post/why-every-school-must-have-a-social-emotional-learning-plan-prior-to-reopening

Melnick, H., & Darling-hammond, L. (2020). Reopening schools in the context of COVID-19: Health and safety guidelines from other countries. Policy Brief, May, 1–13.

Menendez, A. S., Ramesh, A., Baxter, P., & North, L. (2016). Accelerated education programs in crisis and conflict: building evidence and learning. The Pearson Institute Discussion. https://thepearsoninstitute.org/sites/default/files/2017-02/36.%20Menendez_Accelerated%20Education%20Programs_1.pdf

Morgan, H. (2020). Best practices for implementing remote learning during a pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 135–141. https://doi.org/10.1080/00098655.2020.1751480

Murray, J., & Hess, F. M. (2020, October 8). Teacher and principals' views from the Covid battle zone. The Thomas B. Fordham Institute. https://fordhaminstitute.org/national/commentary/teacher-and-principals-views-covid-battle-zone

National Academies of Sciences Engineering, & Medicine. (2019). Monitoring educational equity (J. Christopher Edley, J. Koenig, N. Nielsen, & C. Citro (eds.). The National Academies Press. https://doi.org/10.17226/25389

Patrick, S. K., & Newsome, U. L. (2020, June). Teaching through a global pandemic. Tennessee Education Research Alliance. https://peabody.vanderbilt.edu/TERA/teaching_through_a_global_pandemic.php

Persaud, C. (2020, September 14). Instructional Strategies: The Ultimate Guide. Top Hat. https://tophat.com/blog/instructional-strategies/

Polikoff, M. (2020, July 23). Parent dissatisfaction shows need to improve school communication during coronavirus pandemic. Brookings. https://www.brookings.edu/blog/brown-center-chalkboard/2020/07/23/parent-dissatisfaction-shows-need-to-improve-school-communication-during-coronavirus-pandemic/

Randall, J., O’Donnell, F., & Botha, S. M. (2020). Accelerated learning programs for out-of-school girls: The impact on student achievement and traditional school enrollment. Forum for International Research in Education, 6, 1–23.

Reimers, E. V. (2003). Teacher professional development: An international review of the literature. International Institute for Educational Planning.

Richards, E. (2020, August 2). Kids' mental health can struggle during online school. Here's how teachers are planning ahead. USA Today. https://www.usatoday.com/story/news/education/2020/07/31/covid-online-school-kids-mental-health-teachers/5529846002/

Rosenfeld, S. (2020, March 24). Support teachers in responding to the COVID-19 pandemic. EAB. https://eab.com/insights/expert-insight/district-leadership/four-short-term-strategies-to-support-teachers-in-responding-to-the-covid-19-pandemic/

Rotermund, S., DeRoche, J., & Ottem, R. (2017). Teacher professional development by selected teacher and school characteristics: 2011–12. Stats In Brief, 5, 1–21.

Rothstein, R. (2020, April 14). The coronavirus will explode achievement gaps in education. Economic Policy Institute. https://www.epi.org/blog/the-coronavirus-will-explode-achievement-gaps-in-education/.

Saavedra, J. (2020, March 30). Educational challenges and opportunities of the coronavirus (COVID-19) pandemic. World Bank Blogs. https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic

Sage Thrive. (2020, January 22). How to conduct a student mental health needs assessment. Sage Thrive Today. https://www.sagethrivetoday.com/student-mental-health-needs-assessment/

Sampat, S., & Oommen, A. (2020, May 4). 3 recommendations to support school leaders during the coronavirus pandemic. Global Partnership. https://www.globalpartnership.org/blog/3-recommendations-support-school-leaders-during-coronavirus-pandemic.

Sarfo-Mensah, K. (2020, May 4). 5 ways to obtain PDPs during the pandemic. Edutopia. https://www.edutopia.org/article/5-ways-obtain-pdps-during-pandemic

Shafer, S. (2020, August 5). Teaching and learning in the pandemic. Education Week. https://www.edweek.org/ew/issues/reopening-schools/teaching-and-learning-in-the-pandemic.html

Sharfstein, J. M., & Morphew, C. C. (2020). The urgency and challenge of opening K-12 schools in the Fall of 2020. JAMA - Journal of the American Medical Association, 324(2), 133–134. https://doi.org/10.1001/jama.2020.10175

Schleicher, A. (2020, May 26). How can teachers and school systems respond to the COVID-19 pandemic? Some lessons from TALIS. OECD Education and Skills Today. https://oecdedutoday.com/how-teachers-school-systems-respond-coronavirus-talis/

Schlund, J., & Weissberg, R. (2020, May 19). Leveraging social and emotional learning to support students and families in the time of COVID-19. Learning Policy Institute. https://learningpolicyinstitute.org/blog/leveraging-social-emotional-learning-support-students-families-covid-19

Softic, S. K. (2020, March 31). Education in time of a pandemic: how to support teachers and students? EDEN Presidents Blog. http://www.eden-online.org/blog/2020/03/education-in-time-of-a-pandemic-how-to-support-teachers-and-students/

Stricker, J. (2019). Bringing intentionality to instructional leadership teams. Educational Leadership, 76(9), 56-60. http://www.ascd.org/publications/educational-leadership/jul19/vol76/num09/Bringing-Intentionality-to-Instructional-Leadership-Teams.aspx

Tana, A. (2014). The importance of school-family communication in the

teachers’ point of view in Albania. Journal of Educational and Social Research, 4(1), 273-277.

Texas Education Agency. (2018, August 1). Effective school framework. https://texasesf.org/wp-content/uploads/2018/12/TEA-Effective-Schools-Framework-Overview.pdf

The Wallace Foundation. (2013). The school principal as leader: Guiding schools to better teaching and learning. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning-2nd-Ed.pdf

Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration (BES). Ministry of Education. Wellington, New Zealand.

TNTP. (2020, March 28). To Accelerate Learning, Focus on the Most Important Skills and Knowledge. TNTP. https://tntp.org/blog/post/to-accelerate-learning-figure-out-what-skills-and-knowledge-are-most-import.

Turner, C., Adame, D., & Nadworny, E. (2020, April 11). 'There's a huge disparity': What teaching looks like during coronavirus. NPR. https://www.npr.org/2020/04/11/830856140/teaching-without-schools-grief-then-a-free-for-all

Varnum, P. (2020, March). COVID-19: Experts share insights on managing mental health. World Economic Forum. https://www.weforum.org/agenda/2020/03/covid19-coronavirus-mental-health-expert-insights/

Vigil, S. (2019, May 6). Trading spaces redesigning social presence for the online learning environment. eLearning Industry. https://elearningindustry.com/online-learning-environment-trading-spaces-redesigning-social-presence

von Schroeter, M., Weiss, N., & O'Rourke, T. (2020, July). How should

Massachusetts reopen its K-12 Schools in the fall? Lessons from abroad and other states. White Paper No. 211. Pioneer Institute for Public Policy Research. https://files.eric.ed.gov/fulltext/ED606672.pdf

Williams, M. R., & Ritter, S. (2020, March 31). Parents, teachers make education work during pandemic. Government Technology State & Local Articles - e.Republic. https://www.govtech.com/health/Parents-Teachers-Make-Education-Work-During-Pandemic.html

Winthrop, R. (2020, March 31). COVID-19 and school closures: What can countries learn from past emergencies? Brookings. https://www.brookings.edu/research/covid-19-and-school-closures-what-can-countries-learn-from-past-emergencies/

WHO. (2020, August 21). Advice on the use of masks for children in the community in the context of COVID-19. World Health Organization. https://www.who.int/publications/i/item/WHO-2019-nCoV-IPC_Masks-Children-2020.

Downloads

Published

2020-12-21