The COVID-19 pandemic, in essence, created an uninvited social experiment that played out in school systems around the world. It amplified existing challenges, illuminated new ones and gave rise to transformative opportunities for teaching and learning.
Equity issues, such as access to high-quality instruction, varied from context to context. An uneven landscape of capacity to create effective, inclusive virtual learning environments resulted in a need for flexibility and innovation. Despite increased challenges, school leaders learned valuable lessons.
This article incorporates three different perspectives to this shared experience.