Special Issue: COVID-19: Education Response to a Pandemic

Volume 9 – Issue 2 – 2021

Teaching Future Educators During a Global Pandemic
Jacquelynne Anne Boivin
Bridgewater State University
USA
Kathryn Welby
Merrimack College
USA

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Abstract
While schools are the center of attention in many regards throughout the COVID-19 pandemic,
programs that prepare educators have not received nearly as much attention. How has thereliance on technology, shifts in daily norms with health precautions, and other pandemicrelated changes affected how colleges and universities are preparing teachers for their careers?
This article walks the reader through the pandemic, from spring 2020, when the virus first shut
down the US in most ways, to the winter of 2021. The authors, two educator preparation faculty
members from both public and private higher education institutions in Massachusetts, reflect
on their experiences navigating the challenges and enriching insights the pandemic brought totheir work. Considerations for future implications for the field of teacher-preparation aredelineated to think about the long-term effects this pandemic could have on higher education
and K-12 education.
Keywords: COVID-19, hybrid, licensure, remote, teacher-preparation, virtual26

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Many overlook the impact the school closures and pandemic have on teacher-preparation
programs, who rely on their PK-12 (pre-school through twelfth grade) partners to provide andprepare teacher candidates for a career in education. Teacher candidates are students on trackto earn a teaching license. With the constant influx within the public schools, teacherpreparation programs must be ready to adjust and instantly change. Teacher-preparation
programs are higher education programs that lead to college students graduating with a publicschool teaching license. This paper conveys a perspective narrative from two teacherpreparation faculty members in different higher education institutions in Massachusetts – apublic institution with approximately 1,500 teacher candidates and a private institution withalmost 650 teacher candidates. In combination, the institutions are preparing nearly 2,000 of
Massachusetts future educators during a pandemic. This article is divided into four main
sections that present a timeline of considerations: springtime crisis in full bloom; summer ofplanning or summer of wondering?; fall semester’s trials and tribulations; and future
implications.
Springtime Crisis in Full Bloom
In mid-March of 2020, the United States was thrown into a state of panic and chaos. As a resultof the COVID-19 global pandemic, millions of students across the United States experienced
a dramatic switch in how their education was delivered, in-school delivery to home-basedlearning. As the coronavirus began spreading across the United States, education changed
abruptly. Schools at every level in Massachusetts, ranging from pre-school to higher education,
were forced to pivot their educational plans for Spring 2020 drastically. Suddenly, all
Massachusetts schools were mandated to go online for the remainder of the school year.
State and private institutions were forced to respond similarly. Living and learning on campus
was not an option. Students across the state were sent home to learn remotely for the remainderof the academic year. There was a sense of solidarity in the educational community and staying
at home was the safest decision. While some argue that online education quality does not matchthe rigor and sociability of in-person learning, others say that remote education is the only way
to ensure peoples’ safety. Either way, as a higher education community, both state and private
institutions had to adjust to the ever-changing educational landscape. An added challenge was
the lack of in-person practicums (hours logged in assistive/observational roles in classrooms),
field-based experiences, and other clinical requirements critical in teacher-preparation
programs. Specifically, the delivery of the rigorous Massachusetts licensure expectations ofteacher-preparation programs, while learning each of the district’s PK-12 distance learningmodels, had proven to be challenging for all the stakeholders involved. Such stakeholders
include students, school districts, and college faculty.
Teacher-Preparations’ Response
Teacher-preparation had no choice but to adjust and respond to the changing educationallandscape. Change can invoke a response, but there were too many stakeholders to have a wait
and see approach. While decisions were pondered, both students and faculty were fearful of
the unknown changes that would need to occur, adding stress and anxiety to an already stressful
landscape.
Student Response
Working with future teachers at the college-level online during a pandemic lacked any senseof normalcy. It was not uncommon to have students who are parents, working part-time, andjuggling their roles as employees, students, and caregivers within the confines of their full27

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houses with everyone at home. Other students had to respond to family unemployment.
Specifically, some students whose parents lost their jobs due to the pandemic were working
extra hours at the local grocery store to make ends meet, while others had to take leaves towork full-time jobs to supplement families’ income. To provide for their families, students
were exposing themselves to the public in the hopes of having a meal on the table daily. Not
only having to cope with the added responsibility of providing for their families, these students
were also missing their placements and the continued development of relationships with theirstudents.
Other students had to take on the role of teachers and guardians to younger siblings as theirparents went to work. Students with parents working essential jobs had to assist their siblings
with remote learning, impacting their ability to complete course work and licensure
requirements. In sum, not only were they scared and worried about their health and theirfamilies’ health, but students were also concerned about how the pandemic would affect theirgrades and track toward licensure. In combination, all the stresses were adding up, and they
were simply in a state of prolonged anxiety and distress.
Faculty Response
Students were not the only group with anxiety and added stress. Having to pivot from in-personclasses to online classes half-way through the semester, teacher-preparation faculty had to deal
with a myriad of options and not a lot of time to figure out the best avenue. Zoom, Google
Classroom, or Microsoft Teams? Synchronous or asynchronous? Between quickly learning
new applications and trying to post everything on the college’s learning platform, like
Blackboard or Canvas, faculty soon learned that academics were not the only concern they had
to handle. Students were expressing their emotional distress and needed help. The facultyneeded to provide comfort and assurance in a time filled with doubt and concern while also
trying to teach, care for their families, and teach their children remotely with the school
closures. Everyone made it through the last few weeks of the semester, happily welcoming thewarm summer months with hopes of a normal fall semester. There were still so many
unknowns, but students and faculty welcomed the break.
Summer of Planning or Summer of Wondering?
The summertime brought educational professionals a chance to regain composure and plan forwhat laid ahead. It was clear that there was significant room for improvement regarding
teaching remotely. Teachers across the US, at every level, were participating in professional
development webinars and spending time meticulously improving their ability to teach as
effectively as possible in an online platform. As the summer progressed, it was clear that a
vaccine would not be ready, and there was discussion of another fall surge; Therefore, theefforts moving forward largely were with the mindset that schools would be remote without avaccine in place. As businesses reopened and there was a slight increase in the normalcy inpeople’s lives, talk of in-person schooling was on the rise. Decreased positive tests for the virus
provided some with the hope that we were on the other side of the pandemic and that being
inside classrooms has potential.
Summertime decreased the uniformity of educational decision-making. With the virus stillpresent in Massachusetts, educators wondered if all schools would be remote or would schools
be held in person. By mid-summer there was discussion that public elementary and secondary
schools were mostly opting to try in-person and hybrid approaches in the fall to avoid acompletely online avenue. This situation evoked large teacher protests and parental concerns

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for child safety. Since there were so many flaws in remote teaching in the Spring, schools
wanted to avoid remote education as long as they could. But at what cost?
Higher education was met with this same issue, coupled with added financial pressures. Manyof the state’s public institutions’ decisions were to have classes remotely. Different funding
sources and levels of financial pain were the leading factors in deciding if an institution could
be online in the fall.
Some private institutions, afraid of closures, opted to open and provide students with a choice
to go in person or fully remote. For many institutions, fully opening, including allowing
students to attend and live on campus room was an expensive option, but their only choice to
avoid possible bankruptcy or closure. With the decision to open, funding had to be dispersed
to prioritize testing, tracing, isolation protocols, and adding campus-wide personal protective
equipment (PPE), which may have come from other sources leading to layoffs, furloughs, andsalary cuts.
Teacher-Preparation’s Planning
A typical summer for faculty in a teacher-preparation program is filled with professional
development, teaching summer classes, and pursuing scholarly endeavors through writing andresearch. This summer, in particular, was different. There was an enormous cloud of doubt thathung over the heads of faculty. This cloud of doubt was filled with questions and wonderings
like, “What is my institution going to choose for fall? Could we pivot half-way through? Will
my students get experience in actual classrooms? How will the state respond to ensure students
can still take their licensing exams and log their required hours? Are my partner districts
remote, hybrid, or in-person? Could that change? Do we now need to be teaching students bestpractices for teaching remotely as a professional expectation?” These questions made itchallenging for faculty to plan and prepare thoroughly since we did not know what the fall
would actually bring. A remote semester gave the promise of confidence in how the semester
would run, but an in-person or hybrid model still left faculty with a sense of insecurity. What
if the pandemic took a turn for the worst? Having to plan for one model yet plan for a possible
pivot to completely remote caused some faculty to prepare twice as much.
Additionally, every Tuesday throughout the summer and beyond, teacher-preparation program
leaders from public and private higher education institutions throughout Massachusetts would
meet with the Department of Elementary and Secondary Educations to discuss fall
expectations. The meetings were insightful and built a sense of community between all the
Massachusetts teacher-preparation programs, but most of the time, decisions were continuallychanging. With no one to blame, these meetings were difficult because of all the unknowns
such as the spread of the virus, no Prek-12 decisions, teacher union strikes and demands, andthe situation’s complete uncertainty. Planning for fall practicum (student teaching in the field,
where the future teachers is able to take full teaching responsibility by the end of theexperience) and field-based experiences were even more difficult with the unknowns within
the PreK-12 schools.
The Massachusetts Teacher Union was in disagreement with the Massachusetts Department ofElementary and Secondary Education’s decision to reopen the schools with concerns of staff
and student safety (MTA, 2020). Until a compromise was made between the state and the
public schools, teacher-preparation programs were in limbo and had difficulty making
decisions. The only option was to plan for multiple different situations and wait for decisions

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to be made in PK-12. Most decisions were unknown until mid-August, around the same time
our students returned to campus.
As the college students began to return to campus with no concrete decisions on the PK-12
public schools’ operational plan, the real scramble began to successfully prepare our future
educators amidst the unknown and ever-changing public school landscape. As challenging as
it was to plan and implement simultaneously, most higher education institutions demonstrated
flexibility and adjusted as needed, leading to a fall semester like no other, simultaneously
planning, implementing, and adjusting.
Fall Semester’s Trials and Tribulations
The decision on what to do this fall was not taken lightly by either institution. Leaders had totake everything into account from the safety of their staff, faculty, and students through theoperations and budget of personal protective equipment, ever-changing enrollment numbers,
and a variety of instructional modalities to ponder. To make such extreme, college-widechanges within weeks was a daunting task. Both institutions opted for a different approach.
The public institution adopted a mainly remote option (with on-campus housing options andin-person classes for lab sciences and preforming arts), while the private institution adopted anin-person, on-campus experience. The fall semester has been a time of reflection, anxiety,change, and creativity.
At the beginning, the public institution was mainly remote, with some classes occurring in a
hybrid format on campus. This mostly pertained to classes that benefited from in-person
instruction, like lab-sciences and performing arts. In the elementary and early childhood
education department, all classes were remote, with the exception of student teaching during
the second semester of senior year. Those students were participating in whatever format theirschool district decided, although most had at least part of their week with students in-person.
In the private institution, approximately 90% of the education classes were taught in person
and on campus, with the hopes of creating a sense of normalcy in the community and keep
students engaged in the curriculum. Students were able to live on campus and experienced amodified yet enjoyable college experience. Specifically, outside dining increased with foodtrucks, outdoor wood fire ovens, and pizzerias throughout the campus grounds, in addition to
the typical college cafeteria options. Outdoor social opportunities increased with the purchaseof hundreds of Adirondack chairs and fire pits placed throughout the campus grounds forrelaxation and socializing. Tables with umbrellas were added in open areas to eat and work on
and open-air tents and patios with heaters popped up throughout the campus. Students adopted
a different, yet memorable, college experience.
Additionally, the institution was rigorous on protocols and expectations. Faculty members were
expected to undergo COVID testing once a week, while many students had to have COVID
testing bi-weekly. All testing was conducted on campus. Basketball courts were transformed
into COVID testing clinics, and medical labs were present on campus. The campus entranceswere guarded with strict entrance protocols along with phone application clearance to enter.
Within the campus, strict social distancing guidelines and testing, isolation, and quarantines
kept the fall semester running smoothly. In combination with alternative socialization methods
and strict COVID protocols, campus residence and academics were active and wellfunctioning.

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Although both institutions opted for different fall instruction models, both schools are large
teacher-preparation institutions and had to plan a course of action to prepare a combination ofaround 2,000 future Massachusetts educators to be immediately impactful in the field once they
graduate. Regardless of the model the leaders of the institution decided, both schools had toconsider how to successfully provide teacher-preparation education, pre-practicum, andpracticum experiences with minimal access to in-person experiences within the neighboring
public PK-12 school districts.
Life Without a True Pre-Practicum
Traditionally, students have field experiences working with students in schools before theirstudent teaching experience called the “pre-practicum.” According to the Massachusetts
Regulations for Licensure and Educator Preparation Program Approval, the pre-practicum isdefined “as the field-based experiences with diverse student learners that take place during theearly part of a candidate’s preparation” (603 CMR 7.02). Pre-practicum includes all field-based
experiences integrated into courses or seminars that address the Massachusetts Professional
Standards for Teachers (PST) and the Massachusetts Subject Matter Knowledge (SMK)
requirements. Although having limited access to the public schools, the expectations of a prepracticum experience did not waiver. However, the Massachusetts Department of Elementaryand Secondary Education did allow some modifications of the traditional pre-practicum
experience.
For example, in a math methods course in the public institution, the students usually get an
entire day at their field placement to practice teaching lessons and supporting students. This
serves as the pre-practicum fieldwork hours for multiple subject-specific methods courses.
During the fall semester, however, this was not feasible. Partnering school districts could not
host the students due to the various needs of adjusting to the myriad of safety protocols.
Students expressed, throughout the semester, that they were yearning for opportunities to workwith students. Rather than teaching lessons to a classroom full of students, they taught theirlessons to peers over Zoom. By also utilizing online tools like Mursion, for simulated teachingexperience with partial-artificial intelligence avatar students, some behavior management skills
were able to develop in these student teachers. In sum, the students whose experiences are
typically greatly reliant on fieldwork was a struggle to facilitate, but they did the best they
could with what they were given.
Video-recordings of classroom teaching were also a valuable resource, due to the lack of timespent in actual classrooms. Grissom (2020) advocates for using a variety of teaching videos
with structured forms for future teachers to fill out when observing such content. Suchobservational guides promote high-quality reflective practice, which is an evaluation elementin the state of Massachusetts. An emphasis on reflective observation has promise as serving as
highly conducive addition to an experiential learning plan (Grissom, 2020). Such an approachaligns with what was happening in the math methods course at the public institution, as students
had structured observation protocols and discussion prompt questions. Reflective discussions
after videos occurred between students and also between the instructor and the students.
Grissom (2020) affirms that such a mixture is recommended.
The same was true in the private institution. Two out of the three typical in person prepracticum experiences were not feasible, and access was limited in the surrounding school
districts with fear that college students may be spreaders of COVID in their communities.
Instead, over 15 hours of observational videos were compiled for students to watch and reflect
on the teaching they saw while adhering to strict guidelines of the Massachusetts Department

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of Elementary and Secondary Education. The third pre-practicum was an experience at theschool the students were planning on completing their practicum at. Students were expected toattend if the school day was in person or hybrid. The districts had less of a problem withattendance in the third practicum because the teacher candidates would be part of their schoolfor the entire year.
Both institutions were able to pivot and re-create pre-practicum opportunities for students tolearn with limited public school access. What did the practicum experience look like during
the global pandemic?
Practicum: Areas Emphasized and Areas Lacking
After teacher candidates complete their pre-practicum requirement, traditionally, students will
be placed in practicum. A practicum usually takes place during the second semester of senioryear, right before graduation. According to the Massachusetts Regulations for Licensure and
Educator Preparation Program Approval (2020) a practicum is “a field-based experience within
an approved program in the role and at the level of the license sought, during which a
candidate’s performance is supervised jointly by the sponsoring organization and thesupervising practitioner and evaluated in a Performance Assessment for Initial License” (603
CMR 7.04). With all of the changes, how will the pandemic impact the practicum experienceof the student teachers?
After supervising student teachers in the public institution, it was evident that the student
teachers and cooperating teachers (classroom teachers hosting student teachers) felt that thepracticum experience emphasized specific skills to the extreme, while other experiences werelacking. For example, the need to establish clear classroom routines was more heavily stressedthan ever before, not just for the sake of routine and having a productive learning environment,
but for health and safety. There were concerns that elementary students lack the deep
relationship-building that comes with spending five days per week with their teacher. If akindergarten teacher who has been implementing a hybrid model only saw half her class at atime, for half the day, they may feel as though they have half as strong a relationship withstudents in the first few months as they would have had in a typical school year. They may lacka thorough understanding of the students’ strengths, weaknesses, and learning styles and worry
that the student teacher is missing out on the ability to practice observing these skills as
routinely as they should occur.
Trust and Whalen (2020) conducted a study in which they surveyed educators to gain insight
regarding their experiences in teaching during the Spring of 2020. It was clear, based on survey
results, that most classroom teachers (kindergarten through twelfth grade) were learning how
to teach using technology and in online capacities for the first time. They refer to this as“building the plane while flying it” (p. 193). After a summer of preparation and training intechnology, teachers were better equipped for remote and hybrid teaching in the fall. Trust andWhalen (2020) advocate for preparation programs to use this as an opportunity to better equip
future teachers with technological skills and networking. In all, the longer that educator
preparation programs are training teachers to be responsive to the pandemic, the more
conducive their practicum experience will be. Such training should include opportunities forstudent teachers to become familiar with video-conferencing platform features to be more fluidin their teaching so as to be more focused on the content being taught, rather than stumbling
through technological logistics (Maher, 2020).

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With the fall 2020 semester done and plans for spring 2021 commence, discussions regarding
fall 2021 are already beginning. Will we be remote? Will there be a vaccine distributed toeveryone? The questions continue to accumulate, yet answers are yet to be found as only time
will tell.
Where We Go from Here?
While this global pandemic has meant a time of prolonged, heightened anxiety for people of
all ages, there have been some silver-linings to the experience for teacher-preparation
programs. These include increased respect for the teaching profession, increased flexibility forstudent teaching supervision assignments, more productive days for scheduling meetings, andmore streamlined technology incorporations.
In March of 2020, the teaching profession came into the spotlight as one of immense respect
and admiration. Suddenly, teachers were regarded by the public as heroes, and yard signs
marking teachers’ homes were symbols of pride and adoration. Teachers were the equivalentof health-care workers for their ongoing hard work and flexibility. As parents began to support
their children’s education at home when learning remotely, it became increasingly clear thatwhat teachers do every day is not easy. This pandemic has reignited a pride in teacher
candidates’ career paths.
Teacher-preparation programs are just one example of a field working primarily remotely since
the pandemic began. The public institution has been mostly remote since March 2020. While
supervising student teachers typically means having to physically go into schools to observe
teacher candidates numerous times throughout the semester, the observations still occur, but
via video. Student teachers can video-record their observations and upload them to a secure
server for the program supervisor to evaluate and provide feedback. There are some evident
benefits to this model. The first is that the program supervisor can be assigned student teachersin numerous locations since the travel-time is not a factor. Also, since the lessons are recorded,
the program supervisor does not distract students in the classroom when coming in to observe.
Another benefit of video-recording the lessons is that the program supervisor is able to pause
the video and take notes and then resume when ready. This allows for a more thorough writeup to supply the state documentation system when recommending the student teacher’s
endorsement toward licensure.
It is no surprise that days feel more productive in a remote setting in some ways. Rather thanhaving to walk across campus to various meetings, it’s easier to have meetings back-to-back.
This makes faculty more available to meet with more students as needed to provide them withmore one-on-one support. Some faculty have shared that more students show up during remote
office hours than when office hours were held in-person. This is attributed to students nothaving to travel to the office for a meeting, and if it’s just for a quick check-in or question, they
feel it is easier to meet in this capacity. Having meetings online also provides more
opportunities to attend workshops/webinars/conferences to continue professional
development.
By teaching online, faculty have increased their comfort and fluidity with video-conferencing
platforms, learning management systems, and other online resources. Some of the approaches
that are tried in the remote classroom will carry over to in-person learning in later semesters.
For example, using more document-sharing for in-class activities, rather than writing on chart
paper in small groups allows students to refer back to in-class activities and review othergroups’ work more routinely at their ease after class.

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The private school experience was similar. Faculty members learned how to conduct paperless
lectures and create classroom experiences using various free virtual resources and applications.
Students are more available and willing to meet independently. Rather than trying to alignschedules for in person meetings, students would show up to remote office hours and seemed
more engaged and open to extra support sessions. Rather than having to walk across campus
for extra support offerings and office hours, they would show up virtually. Office hours of the
future, most likely, will continue with a virtual component. Additionally, faculty and staff
meetings are often more targeted and direct when conducted remotely than in person. The
agenda is followed, decisions are made, and action items are identified.
Another positive impact of the pandemic on teacher-preparation students are the opportunities
that students are presented immediately following graduation. Districts need technologicallysavvy educators. Students have proved to school districts that they have the required technicalskills to lead a remote classroom, making teacher-preparation students very desirable
candidates for immediate employment. Schools across the state have been reaching out to hire
recent graduates or soon to graduate students, even willing to hire emergency licensure
candidates who may not have passed the Massachusetts Test for Educator Licensure. Many
seniors already have employment opportunities for next year and have committed to schools
months before graduation.
Future Implications
The future of teacher-preparation will most likely look different because, as a result of thepandemic, the future of K-12 will most likely be forever altered. Teacher-preparation will betasked at looking beyond the textbook and beyond the schoolhouse while collecting andlearning the innovations that have emerged from remote learning. Teachers are implementing
various instructional styles to accommodate and differentiate instruction for all learners while
using a multitude of technological resources, breaking out students into working groups
through multiple platforms, co-teaching with service providers, and integrating more
technology into their everyday teaching. Teacher-preparation programs will be forced to keep
up with the innovations and rethink the current course of study by including more innovative
practices.
The global pandemic of 2020-2021 has proved that many practices are outdated, and we areexperiencing educational history and innovation. The routines and expectations at colleges anduniversities with educator preparation programs may shift with an emphasis on practicality andconvenience. This section now explores possible changes that warrant serious consideration
for the future of educator preparation in a post-pandemic world.
Recommendations
After the pandemic ends, classes at the PreK-12 level and higher education would notnecessarily have to be canceled due to inclement weather or building malfunctions since online
teaching is an established norm (Markos, 2020). This would, as a result, allow for learning tocontinue in scenarios that previously shut down schools. In addition, without work all
obligations being contingent upon being in-person, meetings for faculty at the PreK-12 level
and higher education may occur on video-conferencing platforms more frequently, thus being
more convenient for those professionals (Fogarty et al., 2020). In addition, meetings withstudents (in higher education for office hours) and parents (in PreK-12) may occur on videoconferencing platforms more frequently to better accommodate schedules and geographic

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availability (Exstrom, 2020). With both students and parents having vast experience withvideo-conferencing platforms, the ease with which they can connect with educators increases
the convenience of such meetings. While remote and hybrid instruction may not continue to be
used as frequently in the future, educators may see value in the new instructional approaches
they have tried and continue them where they see the more benefit in post-pandemic times. In
addition, course content will need to include remote learning strategies to teach children withand without disabilities. This pandemic proved that remote learning would most likely continue
for many populations post-COVID (Superville, 2020). Greater emphasis on accommodating in
multiple modalities will need to be considered. A final recommendation is for teacherpreparation programs. Practicum supervision for program supervisors may continue being done
via video-recorded lessons, rather than the program supervisor visiting the school in-person.
This is more convenient for the program supervisor and allows for better feedback due to theability to pause and take notes. IT also avoids the program supervisor serving as a distraction
for students during the observed lesson, making for a more authentic lesson experience foreveryone. This is just one way the higher education is facing some long-term changes postpandemic (Llopis, 2020).
While this pandemic had posed countless challenges and required a level of flexibility andcourage that many education professionals have never had to put forth, the experience has madethe field of education stronger and has shed light on its resilience. Educator preparation
programs are sometimes a forgotten entity to the education community when thinking about
how teachers respond to the pandemic. In reality, these programs are the backbone of theprofession. Without them, where would schools get their high-quality educators? Educator
preparation programs have pivoted in response to the pandemic and while the experiences of
future teachers in these programs may have been lack-luster in comparison to what theirexperiences would have been prior to the pandemic, it is awe-inspiring what these programs
have been able to supply when considering the restrictions in place. Moving forward, with anadmiration for the accomplishments achieved in these trying times, it’s necessary to think about
how the challenges have improved what these programs do. The new learning and skills
required for faculty and students was not time-sensitive. Being more agile with technology is
not just a pandemic-specific skill. It’s integral that the field of education does not revert backto past-practice after the pandemic ends. Rather, the field of education needs to think critically
about how the experience can make it better for educators and students alike.

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References
Massachusetts Department of Elementary and Secondary Education. (2020). Educator
licensure and preparation program approval regulations.
https://www.doe.mass.edu/lawsregs/603cmr7.html?section=02
Exstrom, M. (2020, October 6). Will the pandemic change the way we deliver K-12
education? National Conference of State Legislatures.
https://www.ncsl.org/research/education/will-the-pandemic-change-the-way-wedeliver-k-12-education-magazine2020.aspx
Fogarty, P., Frantz, S., Hirschfeld, J., Keating, S., Lafont, E., Lufkin, B., Mishael, R.,
Ponnavolu, V., Savage, M., & Turits, M. (2020). Coronavirus: How the world of work
may change forever. BBC. https://www.bbc.com/worklife/article/20201023coronavirus-how-will-the-pandemic-change-the-way-we-work
Grissom, D. (2020). Experiential learning through video observations. In R. E. Ferdig, E.
Baumgartner, R. Hartshorne, R. Kaplan-Rakowski & C. Mouza, (Eds), Teaching,technology, and teacher education during the COVID-19pandemic: Stories from thefield (pp. 97–112). Association for the Advancement of Computing in Education(AACE). Retrieved February 21, 2021 from https://www.learntechlib.org/p/216903/.
Llopis, G. (2020, October 17). Post pandemic: How must colleges and universities reinvent
themselves? Forbes. https://www.forbes.com/sites/glennllopis/2020/10/17/postpandemic-how-must-colleges-and-universities-reinventthemselves/?sh=37d4375d3e88
Maher, D. (2020). Video conferencing to support online teaching and learning. In R. E.
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Markos, M. (2020, December 16). End of snow days? Remote learning becomes new normal
for some districts in Mass. NBC Boston 10.
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Massachusetts Teacher Association. (2020, August 21). MTA rejects DESE guidance onrequiring remote teaching from schools. https://massteacher.org/news/2020/08/mtarejects-dese-guidanceSuperville, D. (2020, December 15). Remote learning will keep a strong foothold even after
the pandemic, survey finds. Education Week.
https://www.edweek.org/leadership/remote-learning-will-keep-a-strong-footholdeven-after-the-pandemic-survey-finds/2020/12
Trust, T. & Whalen, J. (2020). Should teachers be trained in emergency remote teaching?
Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher
Education, 28(2), 189–199.
Corresponding author: Jacquelynne Anne Boivin
Contact email: jboivin@bridgew.edu

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