Continuity Plans in Education

Being a part of education during the shut down of Covid-19 taught us so many things. Crisis schooling is a real thing and we have to be prepared to teach regardless of whether the students are able to come to school or not. According to Doersch and Jackson (2020), "whether it's a pandemic, a fire, inclement weather, or some other unforeseen circumstance, learning must continue". I believe that our experiences during Covid-19 taught us that it is possible for the learning to be able to continue. 

In light of experiences from Covid-19, it is important for school systems to have a continuity plan in place to do their best to keep education from being interrupted in the event of a school closure. There are several factors that play a large part in making a continuity plan work smoothly. Making sure that there is a plan in place, teacher training, and effective communication. 

Making a plan

For planning purposes, districts must do a needs assessment and decide exactly how to meet the needs of the students in a time of crisis. A needs assessment will help when making a plan (SETDA Coalition for ELearning, 2025). When looking at the rubric, I feel like our district has always done a good job of each of the core elements, but especially the goals section which would be a part of making a plan. Our district does a great job of choosing goals that align with our district's mission and core values. Our superintendent is extremely thoughtful and always takes a very systematic approach with input from everyone necessary. "No organization should enter the distance education marketplace without a clearly thought-out plan that has gained the consensus approval of all key parts (Simonson & Zvacek, 2024). 

Teacher Training

Teachers must also be trained to prepare their instruction to respond to times of crisis; whether that be using learning management systems or using a flipped style classroom. "The more time spent preparing teachers for proper instruction during these new conditions, the greater the gains will be in student's outcomes and learning" (Doersch & Jackson, 2020). In our district, teachers have been trained and are urged to use Google Classroom. This makes it much easier in times when students are at home and need to keep up with what is going on in the classroom and what work needs to be done while they are out. When looking at the rubric, this helps meet the need for a seamless transition in instructional delivery method.

Communication

Another important factor in continuity plans is communication. Communication is key when students are not at school to know exactly what they need to be doing to continue their education. "Critical to any rollout is clear communication to all stakeholders including administrators, teacher, parents, students, funders, and community leaders" (Doersch & Jackson, 2020). Using Google education has helped create a smooth way in our district for school employees to communicate with each other and for teachers to communicate with students. In our district, we also have an email sign up system called Listsrv that provide parents a way to receive important information on a regular day as well as in a time of crisis. 

 

Citations

Doersch, D. & Jackson, F. (2020, May 13). Learning continuity guidebook: Start with your visions and goals. Classlink. https://www.classlink.com/blog/learning-continuity-guidebook-part1

SETDA Coalition for ELearning. (2025). Elearning coalition resources. State Educational Technology Directors Association. https://www.setda.org/main-coalitions/elearning

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Charolette, NC: Information Age Publishing, Inc.

Inside The Flipped Classroom

What is The Flipped Classroom Model?

The flipped classroom model can be extremely beneficial when used in the classroom and used well. This model involves flipping the traditional classroom model where the teacher is delivering information that is necessary for students to know and having students access lecture videos, study resources, or any other materials that would help them learn the lesson content outside of the class. This allows class time to be used for class discussions, collaborative activities, and hands-on engagement using the content that they learned about outside of class. The teacher can then spend time facilitating activities, creating opportunities for enriched learning, and developing more rigorous activities and discussions rather than spending time lecture during class (Saira et. al, 2021). I love the image below; it explains how students learn new skills at home so that they can participate in more complex thinking at school. They can move beyond the surface layer of content and learn to apply the content in more rigorous ways with their teachers there to guide them as a facilitator. 

Simonson and Zvacek (2024) discuss how the flipped classroom usually involves recorded lectures. That does not always have to be the case. I believe that outside of the classroom, there just needs to be some type of interaction with the material that needs to be learned. This could be reading from a textbook, watching an informational video, reading related articles, researching a topic, etc. This allows students to gain an understanding of the material or concepts that are needed to participate in discussions or activities that take place in the classroom or even during synchronous video conferences if it is a distance education class. Students retain their learning much better when they are interacting with materials themselves and discovering information rather than listening to information being delivered during a lecture. 

How does this model enhance student learning?

In the traditional classroom where students are listening to a teacher lecture or tell them all of the information they need to know, students quickly become disengaged. They have a hard time just listening and trying to absorb all of the information. Research has shown that when students engage with the material that they are learning, they are more likely to retain it. Reading about, listening to, or researching the material that they need to know at home and then coming to class or joining classmates virtually to discuss, debate, or collaborate using the learning material is much more engaging for students and enhances student learning (Agyeman & Aphane, 2024). The flipped classroom helps to create a participatory type feel to class rather than a sit and listen style classroom from the past; participation creates engagement and engagement enhances student learning. 

Simonson and Zvacek (2024) consider the flipped classroom style a best practice for distance education classrooms. This styler works well for distance education classes because students have to use their own time for so much of the class it saves instructors from having to use their time online together to teach the material and frees up time for the instructor and students to use the material for interactions that enhance student learning. 

Citations

Agyeman, N. Y., & Aphane, V. (2024). Implementing flipped classroom to enhance student engagement: An action research. E-Journal of Humanities, Arts and Social Sciences, 1860–1878. https://doi.org/10.38159/ehass.202451119

Saira, Ajmal, F., & Hafeez, M. (2021). Critical review on flipped classroom model versus traditional lecture method. International Journal of Education and Practice, 9(1), 128–140. https://doi.org/10.18488/journal.61.2021.91.128.140

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Charolette, NC: Information Age Publishing, Inc.

My Experience with Distance Education

Positive Distance Education Experience

While taking classes at The University of Montevallo, I have had positive experiences in all of my distance education classes. Each of my professors have worked to make collaboration a part of the class through the majority of our assignments. Everything from commenting on blog posts or discussion boards to collaborating on a presentation as a group. It has never mattered whether the class was synchronous or asynchronous, I feel as though I have had the opportunity to get to know my professors and collaborate with my classmates. Simonson and Zvacek (2024) mentioned how research shows that, "student to student and student to content have been reported to be the most important categories of interaction with student to instructor interaction of less impact, but still important" (p. 77). 

I also feel like most of my classes have included people from various places who may not have been able to be a part of the class if it were an in person class. I enjoy hearing different perspectives on educational topics from those who may not live and work in the same area as I do. According to Sirotova and Pies (2023), one of the advantages of distance education is the diversity of the members of the class as well as the diversity of classes that are available for students to take. If it were not for the collaborative environments that my professors at UM have created, I wouldn't have the chance to hear about and learn from the perspectives of my peers who live and work in different environments from my own. 

 Distance Education Experience With Growth Potential

When I was working on my masters in 2010, I attended The University of West Alabama through their distance education program. All of my classes were asynchronous; I never laid eyes on any of my professors or my fellow classmates. I loved being able to complete my course work from my own home and work on my assignments in my own time while making sure that deadlines were met. I did, however, miss discussions with my classmates and impromptu learning that took place in the classroom environment. Sirotova and Pies (2023) mention that asynchronous distance education classes can leave students feeling lonely because of the lack of socialization involved. 

I believe that synchronous style classes would be a great way for UWA's distance education program to grow. Synchronous classes involve meeting virtually as well as assigning online assignments where students can work at that own pace while completing the assignments by the due date. Meeting virtually involves both whole group meetings with an instructor and meeting in small groups with classmates. Simonson and Zvacek (2024) discuss that when asked about distance education, students shared that they prefer in person classes because they like to be in the learning environment with their teacher and classmates but research also shows that students want to be allowed to learn via distance education. Synchronous classes offer the best of both worlds; students are able to participate virtually in the learning environment both with their teacher and with their classmates but from the comfort of wherever they would like to be during class time. 

Citations

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Charolette, NC: Information Age Publishing, Inc.

Sirotova, M., & Pies, L. (2023). Positives and negatives of distance education from the perspective of teachers with practical experience. Przeglad Badan Edukacyjnych, 1(41), 121-138. 

The Process of Moving to 1:1 Technology

Moving students to a 1:1 ratio on individual devices is incredibly popular in the educational world right now. Schools who have 1:1 technology can help students develop skills that are needed in a society that is extremely driven by technology. The use of technology, especially 1:1, is beneficial in so many ways. It enhances student engagement and allows students to work at their own pace when needed. It prepares students for the future by allowing them to learn to navigate research databases, coding platforms, and the use of AI. Finally, it allows for an equitable learning environment since not all students have access to technology at home (Krivanek, 2025).

Krivanek (2025) discusses how introducing a 1:1 environment means much more than just handing each student a laptop, chromebook, or Ipad. For decision makers at the district level, there are many factors to be considered when making the choice to move to 1:1 technology. The technology chosen needs to help meet learning goals for students; will the devices improve instruction in some way. It is important that the devices be something that will enhance a teachers' instruction and not replace it. It should be something that enhances student engagement and is not just a distraction. According to Frazier (2024), there are many different modes of delivery available, such as a flipped classroom or blended learning, that make a 1:1 environment beneficial and engaging. 

According to Krivanek (2025), it is extremely important that decision makers plan for sustainability. There must be a lot of thought put into choosing devices and software that are going to adapt to the ever changing world of education. There is not enough money given to education for money to be wasted on constantly changing technology to keep up with trends. The network infrastructure must be considered; best case scenario, the current infrastructure will support the device or a price for updating will need to be considered if needed. Frazier (2024) discusses the fact that the success of any network operating well enough to support the technology being used is based upon the design and durability of the infrastructure. Finally, safety and privacy must be considered when planning for and implementing new technology, especially in a 1:1 environment (Krivanek, 2025).

Implementing anything new into school or classroom also has its challenges that must be thought through in order to overcome them. The amount of screen time that students are using can be unhealthy and must be considered when carrying out the use of 1:1 technology. Budgeting is also a sore subject when it comes to the 1:1 environment. Districts must be sure that the funding will continue to be available to maintain and replace devices. Digital equity can be a road block; it is important to consider whether students will have equal access to internet outside of the classroom when planning. Finally, device management is a huge factor to think through and plan for. Every district must have the man power required for maintenance. of the devices that are being used (Krivanek, 2025). 

When well planned and carefully thought out, the process of moving to 1:1 technology can have a positive impact on the education of students. 

References

Frazier, M., Hearrington, D. (2024). Technology coordinator's handbook, Fourth edition: A guide to edtech facilitators and leaders. Portland, Oregon: International Society for Technology Education. 

Krivanek, M. (2025, March 25). 1:1 technology in schools: A guide for decision makers. Incident IQ. https://www.incidentiq.com/blog/benefits-and-challenges-of-1-to-1-technology-in-schools

Technology Purchasing

Purchasing educational technology, especially a large purchase for a school or even a district, can be a daunting task. There must be a plan in place to guide leaders in the most effective way to do so. This is important because you definitely do not want to waste money, especially in the education world where money can be very hard to come by. The picture below lays out the steps that can be used to purchase educational technology (McLemore & Rae, 2024). 

NEEDFIND

According to McLemore and Rae (2024),  step one is to identify a specific need that can be filled using educational technology by doing a needs assessment. Hearrington (2024) discusses the fact that planning for anything new always requires data to support the reason for decisions that are made. As a part of the needs assessment, it is important to consider the edtech that the school or system already has and decide if it is still meeting a need or if it would be better to find something more useful that would fulfill that purpose. It is also very important the decision makers involved in this process are well aware of what is available and how any of it could possibly be a solution. To make all of this possible, data from current technology can be used, feedback from teachers and students should be considered, and there are conferences that can be attended with expo halls that allow for a chance to learn first hand about new educational technology that is available. The annual ISTE conference is a great example (McLemore & Rae, 2024). 

EVALUATE

The next step is to evaluate the potential technology and try to decide if it will meet the needs that the school or the system found that it had during the needs assessment. According to Miller (2020), it is important to consider the following:

• Efficacy 
• The student experience
• Intrinsic motivation
• Zone of proximal development
• The teacher experience

PILOT

Piloting the chosen educational technology is an extremely important step. It is imperative to seek feedback from the students and teachers who will be using the edtech the most. After a trial period, there are several ways that feedback can be sought; surveys can be completed, interviews can be done, and observations can be utilized as well. All of this should provide the data needed to make decisions about whether to purchase the educational technology or not (McLemore & Rae, 2024). 

PURCHASE

The final step in the process, according to McLemore and Rae (2024), is to purchase and implement the educational technology. There are many sources of funding that could be available to help with a large purchase such as this, including government funding as outlined below. The processes for purchasing vary from district to district, but there are always very important steps to follow to make the process as smooth as possible. 

References

Frazier, M., Hearrington, D. (2024). Technology coordinator's handbook, Fourth edition: A guide to edtech facilitators and leaders. Portland, Oregon: International Society for Technology Education. 

McLemore, C., & Rae, J. (2024, June 24). How district leaders make EDTECH purchasing decisions - edsurge news. EdSurge. https://www.edsurge.com/news/2024-06-24-how-district-leaders-make-edtech-purchasing-decisions

Miller, S. (2020, November 12). What matters most when you’re evaluating Edtech Tools. Edutopia. https://www.edutopia.org/article/what-matters-most-when-youre-evaluating-edtech-tools/

Administrative Role In Technology

     In today's classroom, technology plays a vital role. Technology can make a positive impact on education if teachers implement it in the correct way. 

    Administrators play a huge role in how technology is viewed and used within their building. According to Frazier and Hearrington (2024) administrators must can support by, "offering professional development opportunities, allocating resources, creating a supportive culture, and establishing clear expectations and guidelines." 

    When administrators have a positive view of technology and display that in their words and actions, that trickles down into how their teachers view it as well. If technology is valued and used in front of them, teachers are more likely to feel the need for it to be used in their classrooms as well. Administrators can help change the perception of technology being viewed negatively all by how they talk about it and use it. According to Ellickson (2023), administrators need to encourage teachers to be innovative with technology as well. Giving teachers the freedom to explore and experiment will help spark excitement and promote its use. 

    In order for teachers to feel confident in the use of technology, professional development is key. Administrators must find a way to push and provide professional development so that teachers can keep up with and learn all about the ever changing world of technology. Professional development is a huge help when trying to find ways to implement technology into their classrooms. Even if this PD is as simple as having teachers within their own building share how they are using technology in their classrooms. Frazier and Hearrington (2024) point out that PLCs are a great place for teachers to share their experiences with technology with each other. 

    Funding is extremely important when it comes to technology. Administrators need to be intentional about growing a budget to support the technology needs within their building. Teachers will see that technology is important to an administrator when they witness their administrator actively seeking funds to purchase technology needs. Ellickson (2023) mentions that administrators can also help promote technology use by providing funding for professional development from outside resources that may be helpful for teachers.  

    Ellickson (2023) discusses the importance of having rules and procedures in place and how administrators need to set clear expectations for how technology is used at their school. Hopefully the system in which the school is in has an acceptable use policy in place. Administrators are responsible for making sure that the AUP is enforced. Frazier and Hearrington (2024) explains the importance of teachers having a clear understanding and respect for FERPA and CIPA as well as the need for teaching digital literacy.       

    Education is all about making decisions and doing what is best to meet the needs of all students. It is important that students have experience with technology and understand digital citizenship as they leave high school and move into either the workforce or on to college. It is the responsibility of the school administrator to make sure that this happens inside the classroom and that teachers are equipped to meet the needs of their students. 

References

Ellickson, A. (2023, July 21). 4 ways admins can support teachers’ technology use. eSchool News. https://www.eschoolnews.com/educational-leadership/2023/07/28/4-ways-admins-can-support-teachers-technology-use/

Frazier, M., Hearrington, D. (2024). Technology coordinator's handbook, Fourth edition: A guide to edtech facilitators and leaders. Portland, Oregon: International Society for Technology Education. 

The Impact Cycle

Coaching and mentoring teachers is extremely important for growing teacher capacity and increasing teacher retention. There is a lot of research that strongly supports new teachers having a mentor or coach. Student achievement is much higher in classrooms where teachers are supported by a coach or mentor. Below is a graphic with facts about mentoring/coaching.

The impact cycle is an amazing progression to follow when mentoring. Knight (2017) gives us a model with 3 steps including identify, learn, and improve. The first step is always to identify strategies, goals, or the current reality to find a starting place. Just pick one area to focus on at a time. It is best to keep things simple and focus on the most important strategies first and then begin to add more and more over time. Lia (2016) suggests, “Don’t provide a long list of things the teacher needs to change, but rather focus on one – maybe two – specific changes that are possible in her classroom and provide resources and tips on how to accomplish this.” This will help keep teachers from becoming overwhelmed and stressed out. Chunking these goals and strategies allows new teachers the opportunity to improve a little at a time.When coaching other teachers, it is extremely important to provide teachers with strategies that they can put into practice in their classrooms immediately. This has been helpful for the teacher that I am coaching this year. She is brand new, and has a lot to learn but focusing on individual goals at a time keeps her from being overwhelmed.

The next part of the cycle is to learn. Checklists and modeling are great ways to help teachers learn. Knight (2017) explains that “Checklists make it easier for coaches to clearly describe teaching practices” (p.106). These checklists would be similar to a rubric for good teaching practices. Rubrics are commonly used with students to help provide clear expectations for assignments. Checklists can work similarly to help create clear expectations for teachers as well. It can help give a detailed picture of what should be seen in the teachers classroom on a daily basis. When a new teacher understands what they are doing well and what they could do better, growth and improvement begins to take place and that teacher's capacity will begin to expand.

The last part of the impact cycle is improve. This involves giving feedback, direction, and actions for improvement. According to Lia (2016), “The challenge with teacher feedback has to do with who is giving it, how it is given, when it is given, and how the information is used” (para. 3). We want to make sure that feedback is given at a time and in a way that will be most impactful and well received. This will also be the reflection piece and will drive how to move forward in the cycle. Do you identify a new way to reach the same goal or identify a new goal or strategy to work on.

The impact cycle can be use to help coach teachers on using technology-based instructional strategies. To begin, the coach and teacher would need to decide together what technology-based strategies need to be implemented; whether that is using student engagement apps like Kahoot or using Flipgrid for student presentations. Whatever the strategy or tool may be, the next step would be for the teacher to learn more about it either from their coach or through professional development opportunities. Finally, the next step would be to improve by reflecting on how the tool or strategy worked. This would also involve feedback for the coach.

References

Knight, J. (2017). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching (1st ed.). Corwin.

Lia, M. (2016). Using An Observation Coaching Checklist to Provide Feedback to Teachers. Journal of Catholic Education, 20 (1). http://dx.doi.org/10.15365/joce.2001152016