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1. Teachers are concerned with how much time they are spending to implement virtually as compared to f2f model that they were used to using

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1. Teachers are concerned with how much time they are spending to implement virtually as compared to f2f model that they were used to using

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2. Managing requirements for student contact on top of lesson planning, teaching, monitoring progress, etc
3.  Concern about how much planning time will teachers have to prepare
4. (Transform thinking) Need to increase understanding of BL to transform into facilitators and really embrace the tech that they have available
5. Save time for teachers by creating the units at the district level before school starts so that teachers don't have to customize (very much) during the school year

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Quality across of students and access to technology

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Quality across of students and access to technology

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teachers in unions...what they can do/required to do based on requirements...empowering teachers in how to teach online

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teachers in unions...what they can do/required to do based on requirements...empowering teachers in how to teach online

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which teachers will be the online teachers and which will be the in person teachers?  Decide best place for teachers to serve.
We will be looking at a teacher shortage...teachers being able to manuvuer the curriculum to supplement what is needed that is specific to that district

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1. Communication Platforms - Collaboration Corner, LMS embedded Email

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1. Communication Platforms - Collaboration Corner, LMS embedded Email

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2. Collaboration Platforms - Collaboration Corner,
3. Customization of Courses to have individual units pulled out to be individual courses. MicroLearning Topics/Units/Standards
4. Edge Reports - Attendance Reports

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Remote and In-building instruction require slightly different skill sets and planning approaches. Getting explicit with teachers around these subtle differences (and the core of how they are fundamentally the same) will help each role to be more successful.  Likewise, the planning of Staggered Shifts will require teachers to think a little differently about planning and student tracking. These structures will need to be determined but the district/schools and the teachers will need training on how to actually make the shifts. (no training means teachers will do the same things they have always done.) These two "troupes" of teachers (the remote ones and the in-person ones) will also need an opportunity to intermingle planning, data tracking, and problem solving for a shared community of students.

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How are districts determining which staff remains brick and mortar vs virtual?

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Districts are going to be impacted by what neighboring counties/districts are doing. Teachers may live in one county, but teach in another, so if they have different scenarios going on, childcare, etc. may be a huge problem. They will need to take into account how other jurisdictions are handling the new school year.

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How many students and teachers will choose to go back to school?

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How many students and teachers will choose to go back to school?

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Encourage districts to have back-up plans for the back-up plans. Initial plans are probably not going to work out as intended, so being prepared for multiple obstacles.