By Kevin Dorsey, Ed.D.
Although many schools have returned to regular, in-person schedules, preparing for future closures remains essential. When a district needs to close for weather, infrastructure failures, transportation problems, or other disruptions, the ability to switch immediately to remote instruction ensures that learning continues without altering scheduled school days, extending the calendar, or postponing graduation.
To make those transitions seamless, schools should maintain ongoing training for both teachers and students on the instructional technology they will use. Job-embedded professional development, where support happens during regular school activities, is one of the most effective ways to help educators adopt new tools. Instructional technologists or coaches who work alongside teachers in a non-evaluative, peer role can accelerate adoption, reduce stress, and improve outcomes for both teachers and students.
Establishing an expectation that classroom technology will be used regularly helps normalize remote instruction. One of the biggest challenges during the early days of the COVID-19 shift was the sudden need to learn unfamiliar tools. When educators and learners routinely use approved applications—both in-person and in hybrid settings—they build the skills and confidence needed to move to remote learning instantly and effectively.
While the exact tools vary by district, a streamlined access point is critical. Students should be able to sign in once (SSO) and access curriculum platforms, video conferencing, Google Workspace (Meet) or Microsoft 365 (Teams), PDF annotation tools, and other classroom applications from a single portal. Solutions such as Clever or ClassLink are commonly used to provide rostering and a unified, personalized webpage for student apps, which reduces confusion and limits login issues.
Device access is another core equity issue. Providing school-managed devices to students who lack reliable home computers was a major undertaking in 2020 and remains a focus for many districts. Schools that maintain an inventory of up-to-date, configured devices can ensure students are ready for remote learning without relying on older or compromised personal hardware. School-issued devices help close digital equity gaps and ensure compatibility with the district’s instructional tools.
Reliable internet at home is equally important and requires proactive planning. Families should be informed about local options for low-cost or subsidized service; programs such as the Affordable Connectivity Program can help eligible households reduce or eliminate monthly internet costs. However, districts should not assume enrollment in these programs solves every case. Current estimates indicate that roughly 19 million homes do not subscribe to or lack access to broadband, so some students will still need school-provided solutions such as Wi-Fi hotspots or other connectivity supports.
Preparation for remote learning should be embedded in regular professional development cycles so teachers and students approach remote instruction with confidence rather than uncertainty. Clear communication is central to that readiness. Districts should share remote learning protocols with staff, students, and families well before a closure occurs, explaining expectations, technology access plans, and support channels.
Practical measures—like reminding families to take devices home ahead of an approaching storm or publishing a simple, efficient plan for distributing school devices when closures are announced—reduce confusion and ensure continuity for the students who need support most. Having a tested distribution plan, clear instructions for logging in, and designated points of contact for technical help minimizes disruption and keeps learning on schedule.
In short, maintaining a campus culture that regularly uses instructional technology, investing in peer-based, job-embedded professional development, ensuring device availability, and addressing home connectivity are the pillars of a resilient remote-learning plan. These strategies protect instructional time, preserve calendar integrity, and help all students continue learning whenever circumstances require an immediate shift to remote instruction.
About the author
Kevin Dorsey, Ed.D., is a Strategic Solutions Engineer at Beacon and hosts the (ET) Magazine podcast, Dr. D and (ET): The Podcast.