By Katherine E. Bihr, Ed.D and Susanne H. Thompson
The COVID-19 pandemic exposed deep inequities in education—not only for students but for teachers as well. While district leaders have worked to provide devices and materials so students can learn remotely or in hybrid settings, many teachers have faced the pressure of performing in an instructional landscape that is entirely new to them.
Shifting from in-person instruction to remote or blended formats demands focused attention, new ways of communicating, and resources that are not universally available. Teachers need practical supports to build the digital and pedagogical skills required to help students thrive in a rapidly changing workforce.
Professional learning that builds teacher agency—empowering educators to become purposeful change agents—can drive improvements in instruction and student outcomes. When teachers feel capable and confident, students are more likely to develop their own agency, motivation, and resilience.
To help school and district leaders foster that teacher agency, we offer five practical approaches that translate well to virtual and hybrid classrooms.
1. Prioritize access equity
Equity starts with recognizing and addressing barriers to learning. Technology is only effective if students and teachers can reliably access it. Leaders should audit device access, internet connectivity, and out-of-school learning supports, then design instruction that reduces inequitable outcomes. Differentiated instruction remains essential: plan lessons with multiple entry points, low-tech alternatives, and flexible timelines so every student has a pathway to success.
2. Communicate with honesty and transparency
Strong relationships are the foundation of effective teaching and learning—between administrators and teachers, teachers and students, and teachers and families. Clear, consistent communication builds trust and encourages shared problem-solving. Share expectations, challenges, and progress openly. Routine check-ins and transparent feedback loops help identify obstacles early and increase engagement across the school community.
3. Incentivize professional learning without adding burden
Educators are committed to continuous improvement, but remote teaching has expanded their workload. Professional development should feel supportive rather than another checkbox. Consider recognition, dedicated time within the school day for learning, opportunities to share best practices, or certificates that acknowledge skill development. Small incentives—meaningful praise, collaborative planning time, or clear pathways to apply new skills—can increase uptake and sustain momentum.
4. Leverage resources and networks strategically
Partnerships and shared resources amplify local efforts. Collaboration with other schools, nonprofit organizations, or community groups makes it easier to scale supports, access training, and share classroom-ready materials. Use networks to curate vetted tools, host joint professional learning sessions, and exchange practical strategies for maintaining student-centered instruction in virtual settings. Building on existing work prevents duplication and accelerates meaningful change.
5. Begin with practical steps and iterate
Developing agency among educators and students is an ongoing process. Start with manageable changes—small routine shifts in lesson design, one new communication practice, or a brief collaborative planning cycle—and use feedback to refine the approach. Celebrate early wins and scale what works. Incremental progress builds confidence, fosters ownership, and produces measurable improvements in both in-person and remote classrooms.
Remote and hybrid learning are likely to remain part of the educational landscape. Sustaining teacher agency requires a balance between supporting educators as professionals and expecting them to be lifelong learners. When districts align resources, cultivate transparent communication, and incentivize meaningful professional growth, teachers are better positioned to empower students and prepare them for the modern workforce.
About the authors
Katherine E. Bihr, Ed.D. is Vice President of Programs and Education at TGR Foundation — A Tiger Woods Charity.
Susanne H. Thompson is Chief Operating Officer for Corporate Partnerships at Discovery Education.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift toward digital curriculum in education.