AACTE Reponds to COVID-19
During these unprecedent times due to the COVID-19 pandemic, K-12 schools across the country are closed and many switched to virtual learning. Remote schooling in many communities has added teacher as a new title for parents and caregivers. For those who already had to transition to work remotely and making necessary adjustments, they suddenly became the teacher for their children. This cumbersome role of parent as educator has challenged some to learn new concepts and navigate technology (e.g., google classroom or zoom). These challenges are no small feats, moving to online learning as the new normal while simultaneously attending to their professional work.
However, when the abrupt end to the physical school year occurred, teachers quickly adapted to virtual classrooms and modified lessons to support learning at home, ensuring every student had the tools they needed to maintain a semblance of school. Others created new learning materials and innovative approaches, and developed virtual support groups to share materials not only with each other but with parents, their new “teacher colleague.” For disadvantaged students, they too are affected by school closings in myriad ways including no access to technology, parents’ working outside of the home, or limited financial resources or parental support, further creating educational inequity inherent in U.S. schools.