When school began last August, no one could have anticipated districts around the world would be forced to transition students to online education. Teaching elementary-age children presented school administration and staff with a unique set of challenges requiring creative solutions.

The principals of Whitehall-Coplay School District’s elementary schools - Denise Saylor, Gockley Elementary School (kindergarten and first grade); Cora Snyder, Steckel Elementary School (second and third grades); and Terri Miller, Zephyr Elementary School (fourth and fifth grades) - shared their unique experiences with online instruction.

When asked about the transition to virtual schooling, Saylor said one of her biggest challenges was getting children set up online, as there were numerous students who didn’t have the necessary learning devices at home, and many of the children who did have them were sharing with siblings. While teachers started developing online curriculum, plans were put in place to distribute Chromebooks for elementary students April 3 at Zephyr Elementary.

Parents who could not pick up at that time were able to arrange alternative pickup times or have Chromebooks delivered to their homes. Miller personally delivered a Chromebook to the home of a student whose parents’ work schedule only allowed for an evening pickup.

“I had a mask and gloves on as I rang the doorbell of the apartment complex. My Zephyr student came to the door and thanked me for bringing the Chromebook and said, ‘I miss you so much. I can’t wait to come back to school.’ I cried as I walked back to my car,” Miller said.

Saylor said the first two months of virtual education encompassed many meetings between administration and teachers in order to put the new curriculum in place.

Strong collaboration and the use of Seesaw, a learning app, was key to Gockley Elementary’s success.

Saylor explained Seesaw is an interactive learning program whose platform keeps younger students engaged and encourages them to complete their assignments. Seesaw allows teachers to provide instant feedback on completed work. Teachers have also been reading stories to students using Zoom and providing extra assignments for those who complete work early and want more activities to do.

“Our students share pictures and videos of themselves completing classroom assignments and reading to their teachers as well. Teachers have recorded lessons for their students and designed virtual field trips,” Snyder said. “Our teachers have created collaborative videos and messages that have been sent to our students to let them know we miss seeing them at Gockley.”

Both Steckel and Zephyr Elementary students are using the Google Classroom platform to complete schoolwork.

For Snyder, the transition was just as difficult. At first, “extended learning opportunities” were provided, as it was uncertain how long schools would remain closed. During this time, teachers reached out to students and parents by phone and through emails, apps and letters.

Steckel worked on creating a virtual platform that would allow students to continue their education, and teachers worked with WCSD’s technology team.

“The collaboration and cooperation on the teachers’ part has been amazing. Teachers began to create a space where students could learn virtually and connect with them and their classmates. This was not an easy task, and what they have done in a short amount of time is amazing,” Snyder said.

According to Miller, while many Zephyr students struggled at the beginning, “tech-savvy” parents often came to the rescue, and most students have become used to Google Classroom.

The principals’ daily schedules and workloads have also changed since the transition. Saylor said much of her day is spent in Zoom meetings with teachers, paraeducators, specialists and office staff members to maintain consistency and give support when necessary.

Miller says her days start early and end late, as she is having continuous Zoom meetings with staff and administration, answering a steady stream of emails and making phone calls to families to provide support to struggling students.

The principals reported parent feedback has been largely positive, and they were able to work with parents to solve issues that arose.

“Our parents have been extremely satisfied with their child’s learning during this time. They are grateful for the dedication of our teachers, and many are amazed at how much their child has learned during this time,” Saylor said. “Most importantly, they are thankful our Gockley teachers have helped their children to still feel connected to them and their classmates through the sharing of videos, pictures and collaborative projects.”

Saylor has only praise for her teaching staff and paraeducators, who have had to quickly learn virtual instruction techniques.

“Our technology integration coach, Dave Stauffer, has provided daily tips and tutorials, which have been extremely helpful, as we did not have time to provide formal professional development to our teachers before the school closure. Our teachers were faced with the challenge of completely redefining their classroom instruction, supporting our students and families and maintaining the safety and well-being of their own families during the pandemic,” Saylor said.

According to Snyder, Steckel teachers send out their weekly lesson plan using Google Classroom, and assignments are due on a Sunday. Teachers are connecting with their students through both videos with voice-over and videos of themselves and feel students learn better this way. They communicate with their students every day on Google Classroom and at least once a week via Zoom. They also offer small group and individual sessions.

“Teachers are working hard to create a learning space for students, and paraprofessionals are supporting teachers and students from a distance. Several teachers use the breakout room feature on Zoom, so other staff members are able to work with small groups during a session. This has been a true team effort,” Snyder said.

Miller is impressed with the “remarkable job” teachers are doing with little to no training in online education. She said as students struggle due to a lack of understanding of a subject, anxiety and loneliness, many teachers and paraeducators are holding one-on-one Zoom meetings to help children cope.

Changes due to COVID-19 haven’t been easy for adults but are scary and confusing for children, so Saylor and her staff have found ways to let students know they are missed. At 7 p.m. each Monday, a staff member reads a book to the children, which is then featured on Gockley’s Facebook page.

“In April, our staff created a special video with staff members sending special messages out to our students. Watching the finished product was definitely heartwarming, and it really made us miss our students, but at the same time, it was a wonderful opportunity to show them how much we care,” Saylor said.

At Steckel, Snyder and her staff have kept students engaged by finding ways to do things virtually, including field day and spirit weeks, storytimes, virtual singing, birthday messages and end-of-year awards.

There has been no shortage of caring gestures and words for elementary administration and staff. During Teacher Appreciation Week, held the first week in May, Saylor spent her evenings personally delivering a note and small gift to each staff member’s home to thank them for their dedication to the students.

According to Miller, staff at Zephyr organized a 40-plus car drive-by to show their support and thank her.

“Banners, posters, flowers, cards and gift cards were placed in my driveway as each car sounded their horns and staff waved and cheered from their cars as they drove past my house - a memory I will forever hold in my heart,” Miller said.

Saylor, Snyder and Miller are very appreciative of the support and dedication of the parents during these unprecedented times and say they could not have done it without them.

“This time in history is sure to make the history books. These past weeks have been frightening to many. Lonely for many. Challenging for many. These past weeks have also brought about time for families to reconnect. Our lives have been forced to slow down,” Miller said. “We’re not taking things for granted. We are a kinder, more compassionate community. We are showing we are ‘Zephyr tough.’”