Abstract

In response to the COVID-19 pandemic, transitioning to online education proved to be difficult due to lack of training, resources, and funding to adequately provide what every student and teacher needed. We present a framework for ongoing professional development for in-service teachers to expand their attitudes and beliefs about culturally relevant and culturally responsive teaching during a global pandemic. Specifically, we look at how professional development can build and sustain equitable instructional practices through culturally responsive teaching while addressing inequities that exist in student technology use and access. In an effort to encourage teachers to facilitate culturally responsive learning opportunities and environments and “perpetuate equitable surveillance of student technology use and access” we suggest a virtual professional development framework that includes professional learning communities, personal coaching, classroom observations, and self-reflection.