Schools' First and Forever Responders: Preparing and Supporting Teachers in the Time of COVID-19

COVID-19 has created a sudden demand for teachers who can provide effective remote learning opportunities for students and, simultaneously, has disrupted the preparation for the next generation of teaching. Because teachers are the most vital in-school education resource, supporting the teacher workforce through the disruptions created by COVID-19 is essential to ensure continuity of learning for students. Given that projections of significant learning loss resulting from COVID-19 (Kuhfeld et al, 2020) may be exacerbated by the number of students who do not have access to online learning (USAFacts, 2020), addressing the learning gaps students will have upon return to school will require strategic use of instructional staff. As schools and districts rush to meet immediate workforce needs, longer term planning is critical in light of looming budget declines. This brief, aimed at state and district policymakers, elevates considerations for evidence-based strategies and innovative approaches to support teachers and teacher candidates during and following the COVID-19 crisis. The authors identify how Coronavirus Aid, Relief, and Economic Security (CARES) Act funding can be used to accelerate the development and provision of systems of support for teacher candidates and novice teachers. For each of the considerations, the authors cite research or examples from other states and districts that can be helpful to learn more and guide decision-making. Finally, throughout the document the authors provide references and links to resources that may be helpful to prepare and support teachers through and beyond this crisis, and a list of these resources is included in a table at the end of the document.