Holistic Professional Learning in Times of Crisis

Abstract

Educators' experiences during the COVID-19 pandemic have demonstrated the critical necessity for responsiveness to their professional learning beyond academics. This qualitative study explores the perceptions and experiences of different subgroups of educators (teachers, instructional coaches, and administrators) with respect to their professional learning opportunities during this time. The participants completed an anonymous electronic survey that collected information through both closed- and open-ended questions to provide space for educators to share their voice regarding professional learning practices. Accessibility, relevance, consistency, and choice are the main factors that educators reported would make professional learning meaningful and effective; this was more evident than ever during the COVID-19 pandemic. The authentic examination of feedback, consistency of ongoing support and training, and implementation of initiatives with fidelity are critical to educator engagement and growth through professional learning.