Page 61 - Journal 89-3 Full

class, the more the teachers could learn about the students.

Technology
Before the pandemic, both participants
rarely used technology in their classrooms.
However, for both participants, the silver
lining of the distance and blended learning They were grateful for this
modalities was the increased use of technology
in their pedagogy. Both teachers commented experience because they had
that, if it were not for this experience, they
would not have incorporated technology into and have new tools to engage
their classrooms. They were grateful for this students and encourage them to
experience because they had and have new
tools to engage students and encourage them learn differently.
to learn differently.
Jennifer and Stephen appreciated the
school-level training on technology programs
they used at their school but would have liked to see a more robust state-level
training. The state-level online training was difficult because neither teacher had
been a distance learner. As a result, they had many unanswered questions about
implementation and how to support students effectively. Not only did they need
to learn about technology but they also had to do it online when they would have
preferred face-to-face training. On the other hand, although the school-level training
was done virtually, they appreciated that the focus was on one tool a day and that
they had a trainer to whom they could ask questions in real time instead of working
solely with recorded videos.

Stakeholder Support
Jennifer and Stephen shared that, throughout the pandemic, they felt supported by
the administrative team. The principal offered many training sessions to the staff and
purchased many programs to support student learners. Based on his conversations
with teachers from other schools, Stephen commented that this did not happen across
the state. He appreciated the tools at his disposal and the support of the instructional
coaches. Jennifer shared that the instructional coaches were able to provide one-on-
one support, making learning easier for her.
Parent stakeholders seemed to appreciate when teachers reached out to them and
informed them of their children’s performance in class. Although the parents might
not be able to change student behavior quickly because they were at work, they
would follow up at home. Furthermore, parents liked the communication because
teachers were trying to support learners at home.
Although colleagues at the school level and some parents supported teachers,
however, both participants believed other parents and some societal stakeholders
were fair-weather supporters of educators. When the students were at home learning,
many parents appreciated what teachers did every day because they now had a
firsthand look at how their children acted during the school day. However, this level
of excitement did not last, as parents had to go back to work. Some community
stakeholders believed teachers were not doing anything during the shutdown or any
time they worked from home. Those stakeholders thought that, because students
were not on campus, the teachers were not working; however, both participants

Educators’ Choice 59