The COVID-19 pandemic resulted in the suspension of face-to-face instruction in schools around the globe, requiring schools and educators to begin teaching online with little to no time for professional development to aid them in the transition. Literature nationwide reveals that while educators transitioned quickly from traditional face-to-face learning to digital platforms for remote teaching, many were ill-prepared, and in too many instances educational experiences were deficient in best practices for online learning (Foulger et al., 2020). This study (Insight Study), an exploratory qualitative study, was conducted to better understand the classroom, school and district-level challenges North Carolina educators were facing one year into the pandemic. A total of 18 educators participated in the study, including classroom educators across nine disciplines, representing seven of the eight educational districts in North Carolina. Data were collected from 60-minute semi-structured individual interviews and focus groups facilitated virtually via Zoom during fall 2021. Overwhelmingly, study participants wanted more support for themselves and their colleagues concerning engaging with their students given their “new normal” of COVID-19. They shared their current areas of growth, ways in which they believe the current political landscape is impacting these areas of growth, and which online professional development design features they feel are most impactful to their growth and development.
