Abstract

This chapter focuses on a case study of an English Language Arts middle school teacher who taught 7th and 8th grade students at a large, urban middle school in the Midwest of the United States during the Covid-19 crisis. The study highlights the challenges teachers faced creating and teaching in virtual classrooms. Analysis of decisions made by both school administrators and teachers to ensure learning objectives and the diverse needs of students were met is provided. The analysis highlights the obstacles and barriers practicing teachers faced in developing and utilizing online platforms that prioritized teachers' concerns and students' learning during this crisis. Those barriers resulted in pedagogical shifts and compromises that are discussed in depth. Ways to ensure effective and supportive communication between administrators and teachers are proposed. Finally, suggestions are made for professional development and teacher education programs about how to ensure that teachers' pedagogical beliefs are considered and respected as they recruit those beliefs to integrate technology.