When the Bones are Good the Rest Don't Matter: A Stable Foundation for Teaching and Instructional Coaching in a Hybrid Learning Environment

Jade Calais, Elizabeth Grossie, Michelle McCoy, Lora Auzenne


The Spring 2020 COVID-19 pandemic caused school districts nationwide to transition to a “hybrid” or fully online model of schooling (Arizona Department of Education, 2020; California Department of Education, 2020; Virginia Department of Education, 2020; ). While COVID-19 has significantly impacted schools across the United States, one principle remains immovable during the era of hybrid & online learning: schools must provide high-quality instruction for all students. Inequities have been further exacerbated by remote learning, illuminating the opportunity gap that impedes positive outcomes for historically marginalized groups (Reich, 2020). During late Spring 2020, schools grappled with how to best minimize health risks and combat the effects of unfinished learning resulting from abrupt school closures. The inclusion of remote environments created a need to develop competency and increase capacity throughout various subsystems to ensure student learning. One role that can support teachers during this transition are school-based instructional coaches (ICs). The current climate is ripe for ICs to mobilize and take a leading role during unprecedented times such as what during the Spring 2020 global pandemic.


instructional coaching; hybrid teaching; technology; COVID-19 Teaching

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