Building a K-12 Educator Community of Learners During Emergency Remote Learning

Abstract

Due to the recent COVID-19 pandemic, the ways that Kindergarten to Grade 12 (K-12) educators support their English Language Learners (ELLs) have changed. These circumstances have brought on unprecedented challenges as educators attempt to make learning relevant and learn a new digital terrain. The lingering question is how teacher leaders can support colleagues to teach during global crises and post-pandemic times. This autoethnography explores experiences of a K-12 teacher leader. Using multiliteracies and learning by design, the knowledge processes employed are explored. Using digital technologies, such as Microsoft Skype, educators were able to collaborate as a community of learners to exchange teaching ideas and best ELL practices at daily K-12 teacher drop-in sessions.