Teachers find successes in virtual programs

In the midst of the COVID-19 pandemic, schools closed down and students stayed home. They reopened in August, but teachers faced a new challenge, reaching those students learning from home.

The Poplar Bluff R-I School District launched a new virtual academy, where students don’t come to school, but take classes online with district teachers.

For the first quarter, about 800 students, or 15%, signed up for virtual instruction.

For second quarter, that number has decreased to 595, according to administration.

Dr. Scott Dill, superintendent, said previously the movement was to be expected as families saw what the district was doing for safety precautions, the increase in cases at the higher-grade levels, a mask mandate for fourth grade and up, and now lower COVID cases within the schools.

Because the academy is taught by district teachers, many who have been with the district for a time, it had an impact on them as well.

This looks different at the various grade levels.

For elementary students, each grade has at least one teacher dedicated to virtual instruction. Some have more based on the number of students in that grade who are virtual students.

At the higher levels, teachers are balancing both virtual and in-class instruction because they need to be certified to teach a specific subject.

“I think the high school teachers would have a different perspective on things because it’s different for them,“ Assistant Superintendent of Curriculum Patty Robertson said.

Overwhelmingly, by the end of the first quarter, elementary school teachers had a positive view on the experience and a hope to continue with it, according to conversations Daily American Republic staff had with educators.

While several reported hesitation or apprehension at the idea, they still volunteered or were talked into taking on the challenge.

“You felt a little, heroic might be a little over the top to say, but you did,” fifth grade teacher Alex Bolt said. “...It was a little determination, a little more responsibility, but it was fun. It makes you step up to the fight a little bit, put your big boy pants on and say ‘Hey, we’re going to make this work for these kids.’”

The challenges

The transition wasn’t a smooth one, several teachers said.

They faced a learning curve with the new programs and technology the district started using back in the spring. Some of the challenges also came with making sure the students and parents understand the technology as well.

“I feel like this is some of the best learning and collaboration that we’ve ever experienced in my entire career,” said Keri Jameson. “I feel like teachers who may have in the past been resistant to technology are now embracing it, reading with it and becoming leaders with it. I feel like I am doing exactly what I need to be doing.”

The elementary school virtual teachers meet about once a week to discuss issues they’re having, things that have gone well, additional resources they can use and various other topics that come up.

All of them agreed those meetings have been helpful in navigating the unknown of this new form of teaching.

While things became easier over the course of the quarter, a different challenge arose as grades were due.

Robertson said some of the students got behind early in the quarter and it became too much for them to catch up.

The positives

Even with challenges, the teachers see positive aspects to the virtual program as well through what it offers the students.

“I’ve got 50 kids that have been online, and 45 out of those 50 kids wouldn’t need to probably be in a school setting to be successful,” Bolt said. “I have fifth grade, 10-year-olds who are like ‘yeah, I can handle this; I can read this. I can get this done. I don’t have to go pee when the class goes.’”

Colleges and universities are increasingly offering courses or full programs completely online.

Bolt said getting youth started earlier in a virtual program makes them more prepared.

“I’ve got 45 kids that, when they go to college one day, they’ll be a step ahead because they’ve got that experience,” he said.

Tina Wilkins said she’s seen more innovation from the students when it comes to getting assignments done and turned in.

The curriculum

For some teachers, the curriculum bought by the district, Accelerate Education, also proved to be a challenge.

Robertson said while looking into curriculum, she considered the pros and cons of different programs, which included how seamlessly it could be implemented with what the district already taught.

Ultimately, the program purchased is completely customizable so teachers can add lessons, switch a lesson out for a different one or take a lesson out. They also can add supplemental material to a lesson.

“It was very well aligned with what I naturally do,” Bolt said. “For me, it’s been great because I’ve just really had everything there. I just had to reorder it, reorganize it and put it in the correct order that we teach with our curriculum.”

Some grade levels aligned closer to what R-I already taught than others.

Janice Edgar said the curriculum for sixth grade wasn’t as closely aligned when the district bought it, but she’s been able to work on it and customize it.

“I’ve made it pretty fluid and it’s aligning much better.”

The future

While this group of virtual school teachers have a day-to-day job of educating students, should the district need to go completely virtual due to an increase in COVID-19 cases in the community, they also would be called on to help the other teachers make the switch.

“I think we’ve basically gotten an eight-week head start or 10-week head start, however many weeks, if we were to go virtual, we have that much of a head start,” said Natalie Cook. “I know, I speak for myself, I would feel comfortable to share all of the things that I’ve already learned and put into place.”

Another possibility for the future, after the COVID-19 pandemic is less of an issue, is that the virtual academy could continue. While there would likely be fewer students using virtual school, there are some who are on the program for other reasons.

Robertson said when first looking at the curriculum, it could be beneficial for home-bound students, homeschool students or others who for some reason either can’t or don’t want to come to physical school.

The virtual academy could come into play in those situations.

Most of the teachers agreed they’d like to teach virtual going forward or at least would want to include what they’ve been doing when they return to teaching in a traditional classroom.