COVID Lessons: What the Pandemic Is Teaching Us About Teacher Innovation, Collaboration, and Leadership

Session Type: Symposium

Abstract

Expectations for teacher work have changed radically since March of 2020. This symposium presents four studies grounded in the assumption that much of the intellectual and emotional work of adapting educational service to the pandemic has been done by teachers. The studies are part of a larger research project that involved interviews with over 100 teachers from around the world about making the transition from teaching in-person to teaching by remote during the COVID-19 pandemic. In addition to their individual foci, collectively the papers ask what this crisis contributes to our general understanding of teacher innovation, collaboration, leadership, and activism.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 02: Teacher Agency, Teacher Leadership and Teacher Activism Within and Beyond the Classroom

Chair

• Jerry L. Rosiek, University of Oregon

Papers

• "From the Ground in the Trenches": Teacher Knowledge and the COVID Leadership Void - Alexander B Pratt, University of Oregon

• Supporting Parents of Special Education Students During the Pandemic: Special Education Teachers' Perspectives - Stacy Leanne Arbuckle, University of Oregon

• Supporting Transgender Students in Time of Distance Learning: A Web of Efforts - Makseem Angel Skorodinsky, University of Oregon

• COVID-Related Impacts on Teacher Mental Health and Teacher Care for Student Mental Health - Mary R. Adkins-Cartee, University of Oregon; Dana Cohen Lissman, University of Oregon

Discussant

• Cheryl J. Craig, Texas A&M University - College Station