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    The COVID-19 pandemic required that nearly all P-20 teaching and learning move quickly to virtual formats. In many cases, educators were teaching exclusively online for the first time in their careers. Schools suddenly needed to train and support all educators on how to teach, engage students, and support families from a distance. This created an urgent need to provide meaningful professional learning in a virtual learning community. The sudden move to remote learning exposed longstanding educational inequities in teaching and learning practices. One important goal that has emerged is to find ways to create more inclusive and equitable learning environments. Although technology access is one part of the equation, building equity is about far more than providing laptops and internet hotspots to students who don’t

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    Authors

    Laura L. Summers

    Laura L. Summers (laura.summers@ucdenver.edu) is an assistant clinical professor for the Learning Design and Technology program within the School of Education and Human Development at the University of Colorado, Denver, and is a senior consultant for Learning Forward. 

    References

    CASEL. (n.d.). What is SEL? Author. casel.org/what-is-sel

    Center for Reaching & Teaching the Whole Child. (2020). Social, emotional, and cultural anchor competencies framework. crtwc.org/anchor-competencies-schema

    Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.

    Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds). (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Association for the Advancement of Computing in Education (AACE). www.learntechlib.org/p/216903

    Fishman, B.J., Konstantopoulos, S., Kubitskey, B.W., Vath, R., Park, G., Johnson, H., & Edelson, D.C. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education, 64(5), 426-438.

    Markowitz, N., Thowdis, W., & Gallagher, M. (2018). Sowing seeds of SEL. The Learning Professional, 39(4), 30-34.

    Miller, J.B., Risser, M.D., & Griffiths, R.P. (2013). Student choice, instructor flexibility: Moving beyond the blended instructional model. Issues and Trends in Learning Technologies, 1(1). journals.uair.arizona.edu/index.php/itet/article/view/16464/16485

    Penuel, W.R. (2015). Some key findings related to effective professional development in science: 1996-2014. Prepared for the Committee on Professional Learning, Council of State Science Supervisors. learndbir.org/resources/Some_Key_Findings_Related_to_Effective_Professional_Development_in_Science.pdf

    Summers, L. (2010, November 10). Culturally responsive school library leadership [presentation]. TESOL, Columbus, Ohio

    Wanless, S. & Winters, D. (2018). A welcome space for taking risks: Psychological safety creates a positive climate for learning. The Learning Professional, 39(4), 41-44.

    Wheatley, M. (2003). When change is outside our control. www.margaretwheatley.com/articles/whenchangeisoutofcontrol.html

    Wolpert-Gawron, H. (2020, June 2). Focusing on teacher engagement to improve professional development: A national survey provides ideas on how PD can be more aligned to teachers’ needs — even during a pandemic. Edutopia. www.edutopia.org/article/focusing-teacher-engagement-improve-professional-development

    Yoder, N., Posamentier, J., Godek, D., Seibel, K., & Dusenbury, L. (2020). From response to reopening: State efforts to elevate social and emotional learning during the pandemic. CASEL. casel.org/wp-content/uploads/2020/06/State-Covid19-Response-CASEL-CFC.pdf


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    Categories: Facilitation, Implementation, Learning communities, Learning designs, Online learning, Social & emotional learning

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