increased studies and moving some instruction online prior to the pandemic would have been ideal. Adults who are motivated by career advancement are certainly different, but PK-12 teachers need to work to increase confidence in online instruction and find ways to refine this instruction so as to engage students to the maximum potential. Most colleges research and build coursework over at least a year prior to moving a program online. Unfortunately, school districts did not have this luxury, as the change was overnight. While online instruction was not available in many districts prior to the pandemic, this mode of instruction is certainly here to stay for at least a portion of the student population. In recent years, online PK-12 instruction had been largely the focus of a few online providers, both public and private. Some students are excelling in the online model and will likely want to continue in this mode of instruction. As membership correlates directly to funding, districts will either need to continue to serve this segment or could find themselves with drastic budget shortfalls. The districts in the best place with online instruction likely have experimented with the mode prior to the pandemic’s school closures. While degree of preparedness may vary, one thing is certain: teachers will be more confident as they begin online classes with a new group of learners next fall. Why is Some Teachers’ Confidence Decreasing? Change is difficult and can affect confidence even if the change is planned strategically with an implementation timeline. School closures happened overnight, and schools were forced to be reactive regarding the implementation of online learning. Many teachers would have still questioned their ability if courses were built in a proactive manner with quality feedback and professional development, but the “sink-or-swim” approach caused by the immediate response to the emerging pandemic would make almost anyone question his or her abilities. Another potential reason for the decrease in teaching confidence in the online environment may be directly related to a lack of student engagement. Schools are finding that some students do not engage in the online environment and complete work. As teacher confidence and perception of self-worth often correlates to student engagement and learning, a lack of engagement could lower teacher confidence. While engaging online instruction will help with this issue, teachers need to realize it is a team effort. It takes a village to educate a child, and heightened engagement takes a team working together. The blame does not rest on one individual. Educators are professionals with the highest regard for student learning who desire to meet the social and emotional needs of students. As such, teachers need to experience successes in the online environment, attend quality professional development regarding design and implementation of online instruction, and receive quality feedback from colleagues, coaches, administrators, parents, and students. Ways to Build Confidence Outside of the Classroom 6
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