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It explains why virtual teaching requires new forms of professional development, feedback, and social-emotional support. The paper presents strategies such as aligning professional practice frameworks with virtual learning standards, conducting rubric crosswalks, and guiding school leaders on how to run virtual observations and deliver feedback effectively.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-observation-feedback-and-support-in-the-time-of-covid-19-guidance-for-virtual-learning/582573/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-observation-feedback-and-support-in-the-time-of-covid-19-guidance-for-virtual-learning/582573.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is teacher evaluation and feedback support different in virtual learning during COVID-19?","Question",{"text":112,"@type":113},"Virtual teaching is a new context for many K–12 educators, and evaluation systems need to address both instructional quality and additional priorities such as social-emotional learning and student engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What can state education agencies do if they cannot change existing teacher evaluation policies?",{"text":117,"@type":113},"SEAs can still provide additional guidance to districts and schools on how to leverage existing evaluation systems to offer the support teachers need during the pandemic.",{"name":119,"@type":110,"acceptedAnswer":120},"How should professional practice rubrics and frameworks be adapted for virtual environments?",{"text":121,"@type":113},"SEAs should review rubrics to ensure virtual best practices are reflected, then identify gaps through crosswalks with national online teaching standards and provide supplemental resources.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582573,1792116792,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Teacher Observation, Feedback, and Support in the Time of COVID-19  \nGUIDANCE FOR VIRTUAL LEARNING  \nJessica Giffin  \nSEPTEMBER 2020  \nAuthor  \nJessica Giffin  \nAcknowledgements  \nThe author would like to thank the following individuals for their thoughtful reviews: Lynn Holdheide, American Institutes for Research (AIR); Jessica Johnson, AIR; Lisa Lachlan, AIR; Cortney Rowland, AIR; and Gretchen Weber, AIR.  \nIntroduction  \nDue to COVID-19, many states, districts, and schools are having to reconceptualize K–12 education and are balancing between ensuring the safety of students, staff members, and families, while also delivering high-quality learning experiences that ensure equitable outcomes for all students. To address these challenges, schools are selecting from a range of multiple learning environments, including in-person classes, hybrid models with part-time in-person and virtual, and virtual learning only. For many K–12 teachers, teaching in a virtual context is new. Few educator preparation programs prepare teachers to teach in a virtual environment (Archambault, 2011; Kennedy & Archambault, 2012; Dawley, Rice, & Hinck, 2010), and yet, more than ever, teachers will need professional development, support, and feedback on how to navigate the transition from in-person to virtual learning. One potential policy challenge in this context is how to evaluate and provide teachers feedback and support in a virtual learning environment. State education agencies (SEAs) sought to address this policy challenge by revising teacher evaluation policy during the 2019–20 academic year to lift requirements. However, given the new dynamics for the 2020–21 school year and the increased focus on virtual learning, SEAs are seeking new ways to support teachers with more relevant forms of feedback. Although virtual schools and online learning have been growing in the United States prepandemic (Digital Learning Collaborative, 2019; Evergreen Education Group, 2015), there is still limited research and examples of teacher evaluation and observations for virtual learning (Patrick & Powell, 2009) . In addition, other aspects of teaching and learning will require greater priority in evaluation and feedback and support to teachers—specifically, a focus on social-emotional learning, relationship building, and student engagement.  \nThis paper will provide SEAs with strategies to adapt educator evaluation and support system policies and practices to support virtual learning. The examples, ideas, and resources included herein come from virtual high schools in the United States and from postsecondary education. This paper will explore the standards and rubrics for virtual learning, the logistics for how school leaders can conduct virtual observations, the challenges with observing and providing feedback virtually, and resources for professional learning focused on virtual learning environments.  \nThree Ways to Leverage Teacher Evaluation and Professional Learning Systems to Strengthen Virtual Learning  \nTeacher evaluation systems and their frameworks were developed with the intention of providing teachers with feedback and support to help improve instructional practice. SEAs  \n1  \nTeacher Observation, Feedback, and Support in the Time of COVID-19 | Guidance for Virtual Learning  \n2  \ncan leverage these systems to provide teachers with the professional learning and support they will need in order to address the impacts of COVID-19, including potential student learning losses; provide additional social-emotional support to students; and adapt to teaching in virtual environments. Many states and districts will not modify their existing teacher evaluation policies and practices due to regulations or collective bargaining agreements, or feel it is not wise to do so for a temporary situation brought upon by the pandemic. However, SEAs can provide districts and schools with some additional guidance to help them leverage their existing evaluation systems to provide","cbCaimRcykkqKmVU","https://ap.wps.com/l/cbCaimRcykkqKmVU","pdf",1543501,13,"English","# Introduction\n# Three Ways to Leverage Teacher Evaluation and Professional Learning Systems to Strengthen Virtual Learning\n## Standards and Framework Review and Alignment\n## Strategy #1: Framework and Rubric Alignment for Virtual Learning","[{\"question\":\"Why is teacher evaluation and feedback support different in virtual learning during COVID-19?\",\"answer\":\"Virtual teaching is a new context for many K–12 educators, and evaluation systems need to address both instructional quality and additional priorities such as social-emotional learning and student engagement.\"},{\"question\":\"What can state education agencies do if they cannot change existing teacher evaluation policies?\",\"answer\":\"SEAs can still provide additional guidance to districts and schools on how to leverage existing evaluation systems to offer the support teachers need during the pandemic.\"},{\"question\":\"How should professional practice rubrics and frameworks be adapted for virtual environments?\",\"answer\":\"SEAs should review rubrics to ensure virtual best practices are reflected, then identify gaps through crosswalks with national online teaching standards and provide supplemental resources.\"}]","Teacher Observation, Feedback, and Support in the Time of COVID-19 - Guidance for Virtual Learning | PDF",1792043863,33]