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Along with the other students involved, Jada writes a lot of the raps and comes up with creative ways to deliver content. However, it is also important to consider individual characteristics associated with stress during the pandemic. I wish that I could have the hybrid style [teaching both in-person and via Zoom], but with every kid actually in the classroom. I was frustrated, I hated constantly changing things up jobs usa gov federal jobs nearpod joint commission meaning my students, I felt like my integrity in the eyes of students was being shaken. For example, in facilitating a high-quality learning experience for students, Dexter et al. Probabilistic generalization, which is based on statistical sampling requirements, is not possible given the design of this study. In this hybrid mode of instruction, Hsa simultaneously taught students attending in-person and online.
Jobs usa gov federal jobs nearpod joint commission meaning. Teaching during COVID-19: reflections of early-career science teachers
From March through the end of the academic year, Harris taught entirely online. He also started the — school year with online instruction, shifting to a hybrid mode in October of In this hybrid mode of instruction, Harris simultaneously taught students attending in-person and online.
All students, including those attending in person, logged into the class Google Meet session. This hybrid instructional approach continued through the end of the — academic year. Morgan came from a family of teachers and had long aspired to base her career on working with children. She spent 1 year as a seventh-grade science teacher at this school, then shifted to teaching eighth-grade science for the next 2 years.
Morgan noted that the zip code of her school is the second highest contributor to the prison system in the state, so many students had some experience or connection to the prison system. Like Harris, Morgan taught entirely online from March through the end of that academic year.
She also started the — school year with a month of online instruction before shifting to a hybrid format, with students simultaneously attending in-person and online, for the remainder of the school year. As schooling shifted to ERT approaches, there was a need for a clear vision, with goals and expectations related to online instruction and the use of technology for both teachers and students.
Similarly, Morgan found the lack of a clear vision to be extremely frustrating. She said:. This transition was a nightmare.
I wish my school had taken an extra week to figure out how to do online learning before we presented it to kids. There were too many moments the first couple weeks where expectations were constantly changing, and students were forced to adapt.
I was frustrated, I hated constantly changing things up on my students, I felt like my integrity in the eyes of students was being shaken. Morgan described the vision at her school continuing to shift over time, with various requirements and restrictions emerging at different times. Because administrators wanted to avoid overwhelming students and their families, they restricted teacher-student communication following an initial push to contact families to make sure students had internet access.
Morgan struggled greatly with this:. I miss them so much. The kids made me want to go to work, they kept me there, and to lose time with them is heartbreaking. We just had kids do assignments online if they wanted some source of normalcy. However, inconsistent messaging remained, and in some cases became more problematic as administrators directed teachers on how to focus their attention.
Morgan described:. With an unclear and ever-shifting vision for instruction during the pandemic, Morgan perceived teachers at her school as not fully invested in meeting the expectations laid out for them. Morgan explained:. At my school, a lot of teachers feel extremely jaded and unseen and unheard.
Despite teachers and students growing accustomed to technology teaching resources, Morgan explained that her administration decided electronics would not be allowed in the classroom at the start of the — school year. Both Morgan and Harris sought ways to utilize technology to promote student engagement in ERT and to maintain an organized and safe online learning environment.
Morgan reported spending considerable time and effort thinking about effective online instruction, and she even completed an action research project inquiring into her effectiveness in the hybrid setting, with students participating in class activities both in-person and online simultaneously. As part of this project, she reviewed the literature on online teaching effectiveness. Everything that I read said yes, you can be extremely effective as an online teacher, just as effective as you can be as an in-person teacher.
But there was literally nothing out there that I could find that talks about science in a hybrid setting where you have both in-person and online students. Although she saw the potential for quality online instruction, Morgan remained skeptical about the hybrid approach. She described using a number of technology tools in her efforts to create an engaging learning experience for students, including Pear Deck, Zoom, Edpuzzle, Kahoot, Quizizz, and PhET simulations.
She liked Pear Deck so much that she actually envisioned using it every day even with students attending school in person. I loved it. I was able to check student work really efficiently as they were working. Morgan described her use of Zoom:. I wish that I could have the hybrid style [teaching both in-person and via Zoom], but with every kid actually in the classroom.
I loved the ability to have private conversations over Zoom, like if a kid was acting outrageous in the classroom, I messaged them on Zoom instead of calling attention to their behavior in front of everyone … but I desperately wish they were all in person for things like being able to look at their paper and point to issues, or doing fun hands-on science activities. There was some overlap in the technology tools that Harris described using. He reported most consistently using Nearpod and Google Classroom, but he also used Edpuzzle, Quizizz, Google Forms, Blooket, and Quizlet for instruction and assessment purposes.
These online resources will also be helpful to differentiate. Both Morgan and Harris described a greater emphasis on student engagement and enjoyment than prior to the pandemic, due to a variety of factors.
First, they found classroom management demands were reduced. Harris described:. As a younger, more tech-savvy teacher, online learning has been a great opportunity for me. Because the difficulties I had with classroom management are significantly less of an issue in an online class, I am able to focus more on ways I can engage students and make class exciting for them. Morgan similarly discussed relief from classroom management pressures with online instruction.
Second, they described the removal of some of the typical teacher accountability measures also contributing to an increased focus on student engagement. Harris explained:.
So, I was like, I can really do whatever I want … I definitely think we test our kids way too much. I get the desire for data, but I think the people who administer those tests are not fully honest with themselves about the costs of the data in terms of the emotional and mental toll on students.
And I think it takes out the humanity of students a lot. With fewer standardized test pressures, Harris felt he had more flexibility to teach skills that extended beyond science content standards. He recalled:. I am using this time to try and give them more explorative opportunities, which I think is at the core of STEM learning. Harris also found technology to improve the learning experience for students because it supported a more organized approach.
He shared:. Something I struggled with in my first year of teaching was organization, so having everything on the computer [during ERT] was super easy. While Harris appreciated this level of organization for his own purposes, Morgan also saw benefits to students when she used a clear and consistent structure for her Google Classroom site, which also included pictures and visuals to make it more similar to her in-person classroom. She described:. The biggest scare I saw in quarantine was the fear of not knowing and the fear of not being able to access knowledge, information, food, whatever.
Although both Harris and Morgan found technology tools to be central to their instruction and useful in facilitating student interaction, they did report struggling with keeping students engaged, particularly for those attending class online rather than in person. Harris said:. I would say engagement was high among students who came to class in person. They just had a lot fewer distractions with so few other students there.
There was a very stark difference, where those kids who would come to school in person, even if they hated being there, you can at least talk to them and have some sort of common ground with them.
But if these students attended online, it was like they just dropped off the face of the planet for us. Thus, Morgan and Harris described utilizing technology tools to make ERT as engaging as possible for students, but they faced limitations in achieving ongoing engagement. Technology-focused professional learning opportunities were much needed as teachers shifted to online and hybrid instruction, but participants reported that these opportunities were rarely provided by school administrators.
In addition, support for and recognition of exemplary technology use was inconsistent. Harris described himself as relatively comfortable with technology and troubleshooting problems based on his knowledge of what should be possible with technology.
He used a Google Form to collect student and family information, which could then be automatically uploaded into TalkingPoints, an app he used to communicate with families. Knowing that his colleagues faced similar challenges, as well as more basic technology issues, Harris described starting a YouTube channel, where he posted technology tutorials for other teachers. He said:. When the pandemic happened, I actually made YouTube videos that I sent to other teachers at my school, on how to set up different online tools, import grades, use OneNote, which was on all of our computers.
I set up Microsoft Teams for our school because before that the only means of communication was just sending emails on our full school listserv, which actually drove me insane … My administration never asked me. I just had all this time, and I saw my colleagues not understanding things, so I would just record a video to show them.
Notably, Harris described taking it upon himself to adopt the leader practice of building professional capacity among his colleagues. He saw this type of initiative as largely absent at the school level, but teaching during COVID left Harris with hopes for the future related to technology integration and professional development. He explained:. I think school and district administration now sees the necessity of having digital skills and will prioritize this as part of standards that students meet, along with content knowledge.
This may result in teachers also taking required professional development courses on different digital literacy skills, such as typing, Google Drive and Google Classroom, and different resources to integrate into their normal everyday class.
Like Harris, Morgan described emerging as a technology leader in her school, with her school administrators sharing her Google Classroom as an exemplar for other teachers. At the conclusion of her first year of teaching, Morgan described:. My biggest success during this time has been with my Google Classroom, specifically in the eyes of my administration Since I have put this effort in, my administration has used my Google Classroom as an exemplar in meetings.
Everyone at my school has seen my classroom, and I have other teachers reaching out to ask me for help with their classrooms. As she entered her second year of teaching, Morgan reported her ongoing efforts that her school administrators saw as going above and beyond the expectations. She explained:. Last year I was heavily involved in the process of getting my students applying for different high schools with better college preparation … and I got praise in weekly newsletters for those types of things.
While Morgan reported being recognized for her efforts, she still struggled with feelings of inadequacy, even as she entered her third year of teaching.
I had major imposter syndrome when I started teaching. Leader practices in this domain included acquiring and allocating technology resources to teachers and students, attending to equity in technology access, distributing technology-related leadership, maintaining high expectations for technology integration, and supporting teachers in collaboration.
Although Harris and Morgan described being able to access the technology resources they wanted to use in their teaching, they saw this as largely because they adopted the leader practice of acquiring technology themselves rather than because of concerted school efforts to provide access.
For example, Harris reported putting forth a lot of effort to develop instructional materials that were useful in online and hybrid teaching.
We had nothing made for us, not a single test or assessment provided by the district, so we had to make everything or source everything. While Morgan reported having similar issues with not being provided with online and hybrid instructional materials, she did not have the benefit of working with another teacher of the same course.
In addition to these organizational issues with providing teachers with online instructional resources, Morgan and Harris also identified problems with ensuring equitable student access to technology. This pandemic has truly exposed the inequities in a variety of systems, especially education.
One hope I have coming out of this is that the necessity of universal access to the Internet is further emphasized. Many students have struggled with learning even if they want to due to expensive internet costs, and COVID has underscored that disparity. So, I struggle to fully understand how we can make our school environments more equitable because we need to talk about the big picture, which is that our system needs to be completely overhauled.
And not just the education system, but how we view the entire democracy … but I do think that there is a micro system at play that can be fixed to make things better at the classroom level.
Simultaneous to these concerns about equitable student access to technology, Harris saw new leadership responsibilities being distributed to him because of the newfound importance of technology. He reflected:.
My familiarity with technology has allowed me to connect more with other teachers and almost reverse my role in which now I am the expert and they are the novice teacher.
Using virtual tools is much more in my comfort zone, and it has been great for me to be able to teach it to other teachers on my campus … Compared to my colleagues, I would say I was much more effective teaching online than they were … It was odd for me because I suddenly became kind of like a master teacher in certain areas because I was just a lot more comfortable with the medium. Harris found these leadership opportunities and recognition to be very beneficial, particularly as an early-career teacher with few other leadership opportunities.
Title-wise or in any technical way, nothing changed in terms of my leadership. But teachers definitely came to me a lot more, and being the resident science teacher gave me some degree of credibility, even for talking about COVID vaccines. Thus, although there was no formal recognition of Harris, he appreciated the opportunity to be seen as a leader and resource among his colleagues.
Although Morgan did not describe being sought out by her colleagues for support in the same way that Harris did, she also saw herself as a more effective online and hybrid teacher than her peers, largely because of her commitment to her students. Compared to my colleagues, I think I was more successful.
They would just completely walk away, and they had no clue how their kids online were doing. Despite being early-career teachers, both Harris and Morgan described gaining new perspectives about their strengths and assets as teachers because of the pandemic and their observations of their colleagues.
Harris and Morgan reported adopting new leader practices in the face of the pandemic to utilize technology to build relationships with families and to engage them in collaboration to improve student learning outcomes. In fact, some unexpected benefits in terms of fostering communication emerged. Though her school limited how she was able to connect with students, Morgan shared her experiences reaching out to families to navigate online instruction:.
My communication with families increased because of the pandemic, especially when quarantine just began. We were forced into a situation where no one knew what was going on. Harris also saw deeper relationships forming with students, but he specifically relied on technology to foster these relationships. It was a way for me to send messages to parents, and it had an automatic translation feature. Ironically, I had way more parent engagement than I did last year, and I found that the texting [using TalkingPoints] was way better than phone calls because a lot of parents work, so trying to get them to pick up the phone during the day was hard.
Harris saw great value in using this app to build relationships with families, opening the door to collaboration with them to ensure the success of their student. Advice I remember getting before I started teaching was not to make your first interaction with the parent some discipline issue that you had. And so, my first couple of messages were just announcements. Harris took great pride in being accessible to parents, and he described prioritizing responsiveness to their messages, even responding late at night to show he was available and solidify these relationships.
The phenomenon of transitioning to ERT during COVID represented a significant shift in relation to technology use and leadership opportunities for early-career teachers. However, starting in mid-March of , typical teaching and leadership norms were no longer applicable. Practices continued to shift throughout the — academic year, with in-person, fully online, and hybrid approaches used at various times. Teachers needed to be nimble and responsive to this new educational landscape.
The teachers in this study perceived themselves as better situated to take on the challenges associated with ERT than many of their veteran teacher colleagues, which led to new leadership opportunities within their schools and districts.
Although prior studies have produced conflicting findings related to the extent to which digital natives are better equipped than more veteran teachers in integrating technology into their instruction e. Indeed, in this study, TFA corps members had opportunities to lead and be recognized for that leadership within their schools and districts. While the transition to ERT presented challenges, many of the participants reported feeling like teaching was in some ways easier or more manageable in this new format.
In fact, some even reported experiencing positive impacts on their stress levels and work-life balance. Notably, research on teacher stress during the pandemic has produced mixed findings. Similar to this study, Herman et al. In exploring the return to school in fall of , Pressley et al. However, it is also important to consider individual characteristics associated with stress during the pandemic. As early-career teachers who had recently completed their undergraduate degrees, most of the participants in this study were unmarried and had no children; thus, their home circumstances may have been different from other teachers, resulting in their improved work-life balance.
They found that challenges with classroom management were no longer as pressing or limiting in their work.
The skills needed to teach effectively shifted away from classroom management to instead finding new ways to engage students in an online space and experimenting with effective platforms for learning. This created opportunities for early-career science teachers to develop as emerging leaders in their schools and fostered their self-efficacy and confidence.
Harris and Morgan, as well as other participants in this study, reported feeling validated by the recognition they received during this time. For the first domain, establishing and conveying the vision , teachers in this study described modeling specific uses of technology and providing their colleagues with a vision for technology integration, often in the absence of a strong and clear vision for online teaching at their school.
The second domain, facilitating a high-quality learning experience for students , was evident in the work of the teachers in this study, as they reported utilizing technology to promote engagement and check in on students personally.
While engagement waned in ERT compared to face-to-face instruction for many teachers during the pandemic, the teachers in this study both believed they had superior student engagement compared to their colleagues, which they attributed to their technology integration. The third domain, building professional capacity, was evident in instances when participants described their school leadership recognizing their exemplary uses of technology and fostering the sharing of this expertise with their colleagues.
The fourth domain, creating a supportive organization for learning, was described when the teachers emerged without prompting to help their colleagues navigate online teaching practices and streamline approaches for students to have some level of consistency across their different teachers.
The circumstances of the pandemic required that teachers be in direct contact with parents to set up online learning and keep track of students during this transition period to online instruction. In addition, participants found that teaching while students were at home invited teachers to get to know their students in ways that were often more personal and connected than they were able to do during face-to-face instruction. First, the participants in this study followed an alternative route to teaching by participating in TFA.
This experience is distinct from the path many individuals take in becoming teachers. Probabilistic generalization, which is based on statistical sampling requirements, is not possible given the design of this study. However, theoretical generalization, which aims to refine existing theory Eisenhart, , may be possible. This approach to generalization seeks to accumulate evidence gradually and with constant comparative strategies Davies, This study expands on the literature on technology-related teacher leadership to consider the unexpected leadership opportunities early-career teachers had during the COVID pandemic.
We invite additional studies that further explore our findings across contexts to continue this process of theoretical refinement. Teacher leadership has been explored as an area for school reform for decades. As the work of teaching shifted dramatically during the COVID international pandemic, new skills for teacher leadership emerged that had never been required before.
The unique circumstances of the pandemic, requiring ERT, created a need for many K teachers to dramatically rethink how teaching and learning occurred in their classrooms. New teachers described emerging as leaders during this period, paving the way for other teachers to find increased success teaching in online and hybrid modalities.
This emerging educational landscape afforded the teachers a new space to experiment and be creative with new methods and pedagogies that could be utilized to reach their learners. Teacher preparation programs should intentionally provide space for pre-service teachers to think creatively about instructional approaches and technology integration to support innovation in our system of schooling even after the pandemic.
In many circumstances, they adopted these leader practices without prompting by their formal leadership team, demonstrating their desire to contribute to their schools in a way that reached beyond their individual classrooms. Although the ERT circumstances that resulted from the COVID pandemic created numerous challenges for teachers, the early-career teachers in this study reported having novel opportunities to assume leadership roles related to instructional innovation and technology integration.
Given the importance of leadership and recognition for teacher persistence, schools should strive to leverage the unique assets that early-career teachers bring to the profession even beyond the pandemic. Views of professional development should be expanded to recognize informal learning opportunities that already exist within schools.
With the addition of some intentional structures, teachers can increasingly learn from one another. For example, communities of practice grounded in topics of shared interest e. By distributing leadership practices in these informal ways, a greater range of teachers can help advance teaching practices while also receiving affirmations about their place in teaching.
Although some of the teachers in this study described having unique leadership opportunities, they also worried about their instructional effectiveness in ERT. In particular, they found hybrid instructional approaches in which they taught in-person and online students simultaneously to be particularly challenging. While ERT served as the best possible option at the outset of the pandemic, providing access to educational opportunities that would otherwise be absent, this type of instruction is intended to be temporary.
Policymakers should carefully consider the limitations associated with ERT and proceed with caution in relying heavily on this approach to teaching. JW conceptualized the study. JW and EC collected, analyzed, and interpreted data. JW drafted the work. JW and EC revised the work. All authors read and approved the final manuscript.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Discip Interdscip Sci Educ Res. Published online Apr Jeanna R. Wieselmann 1 and Elizabeth A. Crotty 2. Elizabeth A. Author information Article notes Copyright and License information Disclaimer.
Wieselmann, Email: ude. Corresponding author. Received Oct 19; Accepted Apr 3. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
Abstract The unique circumstances of the COVID pandemic required that instruction be shifted online through asynchronous, synchronous, or hybrid models of instruction. The following research questions are addressed: How do first-year science teachers describe their experiences shifting to emergency remote teaching during COVID? How do early-career teachers experience and enact technology-related leader practices during emergency remote teaching associated with COVID?
Literature review Teacher effectiveness and retention Science teachers today are tasked with providing students hands-on learning experiences to promote their development of science content knowledge, science and engineering practices, and crosscutting concepts that span disciplines National Research Council, ; NGSS Lead States, Professional phase and technology integration Beginning teachers often still have a lot to learn about classroom teaching, but also bring technological expertise for online instruction that many veteran teachers may not have.
Table 1 Unified model of effective leader practices. Open in a separate window. Methods A comparative case study Yin, was used in this work to explore the phenomenon of being an early-career science teacher during COVID Participants were instructed to write about the following topics: Reflections on transitioning to online instruction because of COVID Lessons learned or things to transfer from online teaching to in-person teaching in the future.
Ideas or vision for how the broader education system might change as a result of the widespread use of online teaching during COVID Approach to teaching As they transitioned from in-person to ERT, first-year science teachers described growth in their teaching practices in a number of ways. Beliefs about students Some teachers found their beliefs about student motivation shifted as a result of online teaching. For example, one teacher described: It seems like we are always quick to say students do not want to learn, or that they do it for a grade.
Unique opportunities related to the COVID context Some teachers reported finding a reprieve through online instruction. Phase 2: use of technology to enact leadership practices With technology-related leadership opportunities emerging as a unique element of teaching during COVID among first-year teachers, we explored these opportunities in more detail through in-depth interviews with Harris and Morgan pseudonyms , two teachers who indicated they had unexpected leadership opportunities in their written reflections.
Domain 1: establishing and conveying the vision As schooling shifted to ERT approaches, there was a need for a clear vision, with goals and expectations related to online instruction and the use of technology for both teachers and students.
She said: This transition was a nightmare. Morgan explained: At my school, a lot of teachers feel extremely jaded and unseen and unheard. Domain 2: facilitating a high-quality learning experience for students Both Morgan and Harris sought ways to utilize technology to promote student engagement in ERT and to maintain an organized and safe online learning environment.
She said: Everything that I read said yes, you can be extremely effective as an online teacher, just as effective as you can be as an in-person teacher. Morgan described her use of Zoom: I wish that I could have the hybrid style [teaching both in-person and via Zoom], but with every kid actually in the classroom. Harris described: As a younger, more tech-savvy teacher, online learning has been a great opportunity for me.
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