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Navigating COVID-19: Supporting Educators through EE

icon- person at top of stairs with 3 directional arrowsEducators now, more than ever, will need support from their peers, coaches, and supervisors in the form of timely, ongoing, formative coaching to unlearn prior practices, learn new ones, and close widening achievement gaps, while managing their own mental, physical, and emotional health during a time of extraordinary challenges.

Findings from the 2019-20 Statewide Evaluation of the Educator Effectiveness System indicate that schools structured to thrive (including implementation of Educator Effectiveness as a coaching model) contain educators who feel supported, are more satisfied, stay in the school/profession, and significantly close achievement gaps.

Support for Teachers

Prior to the Spring 2020 COVID-19 school closure, online and blended learning instructional practices were not typical approaches for most teachers. For many, navigating these spaces is much like that of a new teacher, learning their craft from the ground up.

2020 Teacher Evaluation EE Guide cover art

Navigating COVID-19: Supporting Teachers Through EE

Learning-centered actions & strategies, flexibilities, & virtual instruction look-fors aligned to Danielson Framework for Teaching.

Support for Principals

COVID-19 has exposed existing educational inequities that school leaders cannot ignore. Building and district leaders face unique and complex leadership challenges that warrant informed decisions, intentionality, cultural responsiveness, and instructional leadership supportive to teachers, learners, and families.

2020 Principal Evaluation EE Guide cover art

Navigating COVID-19: Supporting Principals Through EE

Guiding questions aligned to WI Framework for Principal Leadership Rubric for reflective thinking and professional conversations around themes. Includes additional resources for professional learning.

Additional Information & Resources

DPI COVID-19 Updates

Frontline Education Professional Growth platform questions and requests, contact Laura Ruckert at