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Improving Pedagogy and Teacher Preparedness in the Synchronous Online Classroom

Cecilie Harrison

Kennesaw State University

December 2022

Dr.Yi Jin

January 2022
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Capstone Project Proposal

Setting and Context

The setting for my proposed project is Georgia Connections Academy (GACA), an

online public charter school that serves Grades five-twelve. The school has a home office located

in Duluth, Georgia, but serves students in 167 county and city school systems across the state.

The total enrollment for the 2019-2020 school year was 4,640 students. At GACA, 41% of

students are eligible for free or reduced meals, 1% of students have limited English proficiency,

and 12.1% of the school population are students with disabilities. The student population consists

of 56% female and 44% male students. GACA’s racial demographics show that 47% of students

are White, 35% are Black, 9% are Hispanic, 2% are Asian, and 6% are classified as Multi-Racial

(Governor’s Office of Student Achievement, 2020b). This project will focus primarily on high

school students at GACA (Grades 9-12). In the 2019-2020 school year there were 405 students

enrolled in twelfth grade, 484 enrolled in eleventh, 786 enrolled in tenth, and 774 enrolled in

ninth (Governor’s Office of Student Achievement, 2020b).

The administration team at Georgia Connections Academy is led by executive director,

Brazilia Bilal-Page, and lead principal, Caroline Fernandez. The high school administration team

is composed of principal, Jennifer Boyter, and assistant principal, Wendy Aracich. The lower

school (Grades 5-8) administration team consists of lower school principal Amy Wilcox, and

lower school assistant principal, Tricia Weatherspoon. In the 2019-2020 school year, GACA

employed 114 teachers. 74% of teachers at GACA are White, 20% are Black, .03% are Hispanic,

and .02% are Asian. 54% of teachers at GACA have been teaching longer than ten years

(Governor’s Office of Student Achievement, 2020a). The school recently celebrated its ten year
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anniversary, and has experienced significant growth in both the number of teachers employed

and students enrolled since 2010, their inaugural year.

As mentioned previously, Georgia Connections Academy is a fully online public charter

school. Any student in the state of Georgia is eligible for enrollment so long as they have access

to reliable internet and at least one device (a desktop computer, laptop, or even a Chromebook or

tablet) with which they can log in to the online school platform, Connexus, and complete lessons.

Enrollment is currently capped at about 5,200 students with individual caps applied to each grade

level. The curricula for most of the courses offered at Georgia Connections Academy are

supplied by Pearson, and course lessons, assessments, and supplemental materials are pre-loaded

into Connexus for students to access. Teachers may, and often do, modify and supplement their

own materials for various lessons and assignments to better align student learning with state

standards. While teachers can modify (create their own) assessments and supply students with

teacher-made study materials and learning tools, teachers have little to no ability to edit, drop, or

rearrange actual lesson material supplied to students through Connexus. When materials are

modified or supplemented, those resources are housed in Schoology, a third-party learning

management system. Using this LMS provides teachers with a large degree of freedom when

creating and distributing modified and improved lesson materials. When students see they have a

modified lesson for the day, they log in to Schoology with their school-issued credentials to

access those materials.

Live Lessons are weekly synchronous sessions during which teachers lead instruction.

Each subject area has one hour-long Live Lesson scheduled each week, and student attendance,

while heavily encouraged, is optional. Attendance for Live Lessons can range from small groups

of fifteen to twenty students, to large groups of up to three hundred students. Some Live Lessons
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are taught by only one teacher, while others may be co-taught with up to two or three. All Live

Lesson sessions are recorded and posted to Schoology or to course message boards for students

who were unable to attend, or who wish to review any part of the Live Lesson. In addition to

these weekly sessions, all teachers host drop-in sessions for one hour per day, four days per

week. These sessions are called Live Help Time (LHT) and are often used to help individual or

small groups of students who are struggling with lesson material, or who are seeking enrichment

opportunities. Like the weekly Live Lesson sessions, LHT attendance is encouraged but not

required. All synchronous class sessions at GACA are currently hosted using the video

conferencing program, Zoom.

This is our school’s first year using Zoom as our Live Lesson platform. In previous years

GACA teachers have used Adobe Connect to host all synchronous class sessions, and the

transition to Zoom has offered dramatic technological improvements. Adobe Connect rooms

could only host 100 users at a time, and became slow, “buggy”, and were likely to crash after

more than about sixty users joined. Students could not be offered microphone or camera rights

without the risk of crashing the room, and they often had trouble accessing Adobe Connect from

various web browsers. In general, student and teacher access to Adobe Connect was unreliable.

Because course sections at GACA are quite large, these limitations often discouraged student

Live Lesson attendance, and caused significant levels of frustration for both students and

teachers. Making the switch to Zoom has solved many of the accessibility and connection

stability issues presented by Adobe Connect, but with that transition has come a new set of

challenges. While Adobe Connect underperformed in many ways, it did offer some very unique

tools and features that are not present in Zoom. Teachers have struggled to plan and present their

lessons, to manage student behavior in their new (and now even larger) virtual “classrooms”, and
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to navigate the settings and features of Zoom. This project will focus on identifying best

practices and strategies for managing behavior and instruction for virtual high school courses

using Zoom at Georgia Connections Academy.

Statement of Problem, Need and Rationale

Problem statement.

The problem that inspired this project proposal is the rocky transition between

synchronous lesson platforms at Georgia Connections Academy. Teachers at GACA used Adobe

Connect for ten years. Though it was unreliable and forced teachers to employ “work arounds” to

successfully use the platform, GACA teachers became experts at teaching with Adobe Connect,

and have begun to conceptualize synchronous online instruction only through the lens of this

program. Now, even though our new platform, Zoom, is much more reliable and user-friendly

for students, GACA teachers are struggling to create their usual high-quality lessons for their

virtual students. Faculty meetings are rife with claims that teachers can no longer teach using

small groups, or using a particular resource or strategy that they were once able to use in Adobe

Connect.

The teachers suffering the most during this transition seem to have lost sight of the

pedagogical best practices that produce high-quality teaching. Rather, they are focusing on the

tools and features offered by a specific technology program; a program that is no longer available

for them to use. While the school and its parent organization have provided professional

development to ease the transition to Zoom, those sessions were largely focused on learning how

to operate the program itself, not on how to implement pedagogical best practices and strategies

within the new platform. The goal of this project will be to demonstrate the use of educational

best practices and strategies within Zoom, to underscore the importance of research-based
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instructional strategies and their impact on student learning, and to shift GACA teachers’ focus

from technology platform to pedagogy.

Connection to research.

In order for synchronous online instruction to be effective, the interactions between

students and teachers must be purposeful. Mehall (2020) investigated the impact of purposeful

interpersonal interaction with students in online learning settings. In his article he states that

meaningful teacher to student and student to student interactions are widely considered to be

essential to all educational environments, and the online environment is no exception to this.

Meaningful or purposeful interactions provide students with the opportunity to ask questions,

engage with content, and provide/receive real-time feedback from their peers and instructors.

Mehall does note that the quality of these interactions is more important than the quantity of

interactions, and that “interaction opportunities should be designed in a way that allow students

to interact with content, faculty, and other students in a manner that is not fake or forced but

meaningful and purposeful,” (Mehall 2020, p. 185). Mehall concludes that structured, organized,

carefully designed interactions are critical to student learning in online environments. Given

Mehall’s findings, the importance of designing purposeful synchronous instruction sessions

cannot be overstated. By incorporating instructional best practices and research-based

pedagogical strategies, teachers of online courses can design synchronous instruction sessions

that are purposeful, and that support and enhance student learning.

Another study conducted by Rehn, Maor, and McConney (2018) collected qualitative

data from eight K-12 teachers to determine what skills and competencies are required for online

teachers to conduct successful video conference classes. All of the teachers involved in the study

were located in Canada, and all of them were considered to be teaching fully online through
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synchronous video sessions, even though six of them also taught in-person students

simultaneously. The study aimed to uncover these essential skills for online teachers to better

inform professional development and training for educators. The eight educators were observed

in their synchronous video conference classes, and they were also interviewed after the

observations. The study concluded that successful video conference teaching requires mastery of

a combination of technical, pedagogical, and relational skills. They also determined that teachers

feel unprepared and poorly trained in these skills as they relate to synchronous online teaching,

and that many would welcome and benefit from teacher action research, collaboration with other

virtual educators, and specific pedagogical training (Rehn et al., 2018). Based on these findings,

it is clear that synchronous online teachers would benefit from structured, intentional

professional development designed to strengthen the competencies needed to successfully

conduct video conference-style lessons. Rehn et al. (2018) specifically mentions the need for

teacher training that focuses not just on the operation of technology, but on the complex

interactions between technology, content, and pedagogy, also known as technological content

knowledge (TPACK).

Proposed intervention/solution.

Rehn et al. (2018) found that online teachers often feel underprepared or undertrained

when it comes to delivering high quality lessons online, particularly when working in a

synchronous videoconferencing platform like Zoom. Teachers at GACA have expressed this

sentiment on multiple occasions, even before our transition to Zoom. Now, teachers who have

already been asked to teach online with limited training in online pedagogy are being asked to do

so in a platform that is entirely new to them. This compounding of issues has left many GACA

teachers feeling frustrated, isolated, and ineffective. To help alleviate this problem, and to further
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support the teachers at GACA, I plan to employ Jim Knight’s (2018) method of instructional

coaching as described in his book, The Impact Cycle. I will start by gaining a clearer idea of what

GACA teachers are facing during their synchronous sessions by viewing a sampling of Zoom

recordings from teachers who have reported difficulty using Zoom. With the help of our

technology coach, I will identify goals for the improvement of synchronous lessons in the four

categories of moderator roles as defined by Zane Berge (1995): pedagogical, social, managerial,

and technical. I will then develop a series of videos and resources to demonstrate strategies and

practices to improve upon the identified areas of need. I will post these videos in a professional

development course in Schoology for teachers to access at their convenience. I will also send the

videos to the teachers at my school in email as part of our pre-existing “tech Tuesday” program

initiated by our school’s technology coach. I will follow up with teachers using surveys and, if

requested, individual meetings to address questions and individual teacher goals related to

synchronous online instruction in Zoom.

Connection to research.

Murphy and Coffin (2003) conducted a study on the use of synchronous communication

in a virtual French course for high school seniors. They observed several synchronous online

lessons, and conducted semi-formal interviews with teachers and students after the lessons. The

goal of the study was to identify which types of interactions were occurring during synchronous

lessons, and to determine the relationship between the interaction type and the experience of both

students and teachers in “maximizing affordances and minimizing constraints” (Murphy &

Coffin, 2003, p. 239) of the tools available. The study identified four types of interaction in

synchronous online classrooms: student-student, student-teacher, student-content, and

student/teacher-tool. Researchers concluded that teachers could maximize the benefit of a

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particular technology tool by carefully selecting activities and instructional strategies that are

supported by the tool in question. They also noted that teachers using these tools would need

professional development that specifically addressed “maximizing affordances and minimizing

constraints of the synchronous tools” (Murphy & Coffin, 2003, p. 244). This professional

development should focus on choosing pedagogical activities, selecting supplementary tools to

use with synchronous communication platforms, and managing student privileges and access in

the synchronous online classroom. They believed that well designed professional development

centered around these principles would provide teachers with the skills they need to make up for

any limitations of the tools they have access to, and to help shift teacher focus to providing

high-quality interactions for their students during synchronous sessions (Murphy & Coffin,

2003). This study pinpoints the goal of my capstone project, which is to provide GACA teachers

with professional development that focuses on maximizing Zoom instruction to its fullest

potential while minimizing the impact of the limitations the platform poses to veteran GACA

teachers.

Project Objectives

The overall goal of this project is to increase GACA teacher preparedness and levels of

comfort with using the live video conference software, Zoom, to host successful, engaging

lessons. The objectives of this project are aligned with the goal of improving teachers’ technical,

managerial, and pedagogical skills within the Zoom platform.

1. Three GACA teachers will be coached on and successfully utilize features and

tools built into Zoom, such as security settings, screen and sound sharing, and

annotation tools by the end of February 2022.

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2. Three GACA teachers will evaluate lesson objectives and modify their use of the

above features for at least two different live lesson sessions by the end of the

Spring 2022 semester.

3. Three GACA teachers will implement and successfully manage break-out rooms

in Zoom for at least one live lesson session by the end of March 2022.

4. GACA teachers will be coached on using a variety of pedagogical technology

programs (ClassroomScreen, Nearpod, Quizizz, Google Drive, etc.) in

conjunction with Zoom.

5. Three GACA teachers will select and implement at least two different

pedagogical technology programs to use in conjunction with Zoom by the end of

the Spring 2022 semester.

PSC Standards

The PSC standards below are directly related to my objectives and project activities

designed to help GACA teachers improve their use of Zoom as a synchronous lesson platform.

They also illustrate my goal to introduce GACA teachers to different tools and pedagogical

strategies that will help them design authentic and engaging synchronous learning experiences

for our students. The PSC standards tied to my project are as follows:

● PSC 1.1 Shared Vision Candidates: facilitate the development and implementation of a

shared vision for the use of technology in teaching, learning, and leadership. (PSC

1.1/ISTE 1a)

● PSC 1.2 Strategic Planning: Candidates facilitate the design, development,

implementation, communication, and evaluation of technology-infused strategic plans.

(PSC 1.2/ISTE 1b)

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● PSC 2.1 Content Standards & Student Technology Standards: Candidates model and

facilitate the design and implementation of technology-enhanced learning experiences

aligned with student content standards and student technology standards. (PSC 2.1/ISTE

2a)

● PSC 2.6 Instructional Design: Candidates model and facilitate the effective use of

research-based best practices in instructional design when designing and developing

digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE

2f)

● PSC 3.6 Selecting and Evaluating Digital Tools & Resources: Candidates collaborate

with teachers and administrators to select and evaluate digital tools and resources for

accuracy, suitability, and compatibility with the school technology infrastructure. (PSC

3.6/ISTE 3f)

● PSC 3.3 Online & Blended Learning: Candidates develop, model, and facilitate the use

of online and blended learning, digital content, and learning networks to support and

extend student learning and expand opportunities and choices for professional learning

for teachers and administrators. (PSC 3.3/ISTE 3c)

● PSC 3.7 Communication & Collaboration: Candidates utilize digital communication

and collaboration tools to communicate locally and globally with students, parents, peers,

and the larger community. (PSC 3.7/ISTE 3g)

● PSC 5 Professional Learning & Program Evaluation: Candidates demonstrate the

knowledge, skills, and dispositions to conduct needs assessments, develop

technology-based professional learning programs, and design and implement regular and

rigorous program evaluations to assess effectiveness and impact on student learning.

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● PSC 6 Candidate Professional Growth & Development: Candidates demonstrate the

knowledge, skills, and dispositions to engage in continuous learning, reflect on

professional practice, and engage in appropriate field experiences

Project Description

For my Capstone project, I will be coaching GACA teachers in the use of Zoom as a

synchronous lesson platform. I will focus first on establishing areas of need, growth, and

challenge for each teacher I work with. I will also use our first coaching session to establish

teacher aptitude with using potential pedagogical and lesson management tools built into Zoom.

After our initial coaching sessions, I will use a series of surveys, instructional videos,

collaborative sessions, and individual coaching sessions to help teachers improve their

technological pedagogical knowledge of using Zoom in conjunction with other technology tools.

Table 1 outlines the project items/activities, objectives, and deliverables that will comprise this

project:

Table 1
Project Item/Activity Project Objective(s) Deliverable(s)
Participating teachers will select GACA teachers will ● Live lesson recording
and submit a lesson recording. be coached on and ● Coach evaluation
Coach will complete an evaluation successfully utilize form
of the lesson, and the participating features and tools
● Teacher
teacher will complete a built into Zoom, such
self-evaluation form. as security settings, self-evaluation form
screen and sound
sharing, and
annotation tools by
the end of February
2022.
Conduct individual coaching GACA teachers will ● Meeting notes
sessions to discuss lesson be coached on and ● Individual goal sheet
recording, self-evaluation, and successfully utilize ○ Goals
assess teachers’ current Zoom features and tools ○ Challenges
technical aptitude. built into Zoom, such ○ Needs
as security settings,
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screen and sound ● Zoom tool aptitude

sharing, and evaluation rubric
annotation tools by
the end of February
2022.
Begin instructional video series. GACA teachers will ● Instructional video
Videos will start by covering how be coached on using a series
to use tech tools within Zoom, then variety of pedagogical ● Post-video surveys
branch to different ways to use technology programs ○ Indicate video
these tools. Eventually videos will (ClassroomScreen, watched
cover break out session strategies Nearpod, Quizizz, ○ Schedule
and additional ed tech programs Google Drive, etc.) in individual
and related pedagogical strategies conjunction with conference for
to use with Zoom. Zoom. questions if
needed
Conduct individual meetings with GACA teachers will ● Teacher goal
teachers to discuss current Zoom evaluate lesson sheets/coaching log
settings, tools, and how they will objectives and modify ● Updated Zoom tool
use or modify these for an their use of the above aptitude rubric
upcoming lesson. features for at least
two different live
lesson sessions by the
end of the Spring
2022 semester.
Conduct a group coaching and GACA teachers will ● Teacher goal
brainstorming session to discuss implement and sheets/coaching log
break-out rooms, how teachers successfully manage ● Session recording
would like to use them, what they break-out rooms in ● Teacher-created list of
have tried, and what holds them Zoom for at least one helpful lesson
back the most. Allow time for live lesson session by strategies
teachers to share how their live the end of March
lessons from the previous activity 2022.
went.

Send follow-up surveys to GACA teachers will ● Lesson recordings

participating teachers to see how implement and ● Survey results
their lessons with break-out rooms successfully manage
went. break-out rooms in
Zoom for at least one
live lesson session by
the end of March
2022.
Conduct individual coaching GACA teachers will ● Teacher goal
sessions as needed to follow up on be coached on using a sheets/coaching log
programs from the video series and variety of pedagogical ● Lesson recordings
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to assist teachers with technology programs ● Instructional videos

implementing break-out (ClassroomScreen,
rooms/lesson strategies. Nearpod, Quizizz,
Google Drive, etc.) in
conjunction with
Zoom.
Conduct a group coaching and GACA teachers will ● Teacher goal
brainstorming session so teachers select and implement sheets/coaching log
can collaborate and share ideas for at least two different ● Session recording
how they plan to implement their pedagogical ● Session
selected programs into their Zoom technology programs notes/teacher-created
lessons. to use in conjunction list of ideas and
with Zoom by the end strategies
of the Spring 2022
semester.
Teachers submit a new lesson GACA teachers will ● Lesson recordings
recording featuring their select and implement ● Teacher
implementation of one or more of at least two different self-evaluations
the tools/strategies we discussed pedagogical ● Coach evaluation
this semester. Coach will complete technology programs
a new evaluation sheet, and to use in conjunction
teachers will complete a new with Zoom by the end
self-evaluation on this lesson. of the Spring 2022
semester.
Conduct a final individual coaching GACA teachers will ● Teacher goal
session to discuss most recent select and implement sheets/coaching log
coach and self evaluations, compare at least two different ● Teacher and coach
final lesson to the first one pedagogical evaluations
submitted, and touch base on technology programs ● Lesson recordings
teacher progress toward individual to use in conjunction
goals. with Zoom by the end
of the Spring 2022
semester.

Evaluation Plan

This project will be assessed through GACA teachers’ reported levels of comfort with

using Zoom to facilitate synchronous online classes. Teachers will complete self-evaluations, and

will be observed and evaluated by the technology coach to determine their aptitude and level of
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expertise with using the embedded features of Zoom, as well as other web 2.0 tools during their

lessons. Specifically, the success of this project will be determined by participating teachers’

ability to master five objectives.

The first and second objectives for this project are paired together. First, teachers will

need to demonstrate mastery of using a predetermined list of features and tools embedded in

Zoom. Teachers will begin by completing a short survey to document their current perceived

level of expertise using each feature. After viewing instructional videos and participating in

individual coaching sessions, teachers will determine mastery by meeting with the technology

coach in Zoom to demonstrate their ability to locate and use each tool while the coach observes.

Teachers may also submit a screen recording showing their ability to use each tool if they are

unable to meet synchronously. This observation will be accompanied by a second administration

of the aforementioned survey to measure any changes in teachers’ perceived level of skill with

using Zoom features. Once teachers have mastered the first objective, they will use those skills to

evaluate their lesson objectives for at least two different synchronous lessons, and they will

adjust their use of the embedded Zoom tools based on this evaluation. Teachers will document

these changes and the rationale behind them using a coaching log and lesson recordings.

The third objective for this project requires teachers to successfully implement and

manage break-out rooms for at least one synchronous lesson in Zoom. To evaluate the success of

this objective, teachers will document their planning and use of break-out rooms on their

coaching log. Log entries will include how teachers chose to group students, how they prepared

materials for each group, and how effectively students worked in their groups. Teachers will

participate in individual coaching sessions after their break-out room lessons to complete an

interview style reflection of how the lesson went and what they would change next time.
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The fourth and fifth objectives call for teachers to participate in training on a series of

different technology tools and programs that can be used in conjunction with Zoom, and then to

choose and implement at least two of those tools by the end of the Spring 2022 semester. To

evaluate the effectiveness of the coaching videos and sessions on each tool, teachers will

complete short surveys to indicate they viewed a video, and to provide feedback and ask

questions about the tools addressed. The fifth objective will be evaluated using teacher

reflections documented on their coaching logs, as well as lesson recordings documenting their

attempts, and post-evaluations conducted by both the teachers and the technology coach.

Project Timeline

This project will take place during the Spring semester of the 2021-2022 school year. The

hours needed to complete each part of the project are listed in Table 2.

Table 2.
Project Timeline
Month Project Item/Activity, or Evaluation Item Hours
December Film, edit, and distribute video lessons on the use of 40
2021- April Zoom and supporting educational strategies and
2022 programs.
December 2021 Research technology programs and associated best 10
practices for coaching sessions and asynchronous
video lessons.
December 2021 Draft and send email inviting teachers to participate 1
in the project.
January 2022 Create coach and teacher live lesson evaluation 2
tools.
January 2022 Create teacher self-reflection/evaluation of current 1
perceived Zoom expertise and level of comfort.
January 2022 Create a Schoology professional development 2
course and add participating teachers.
January 2022 Draft instructions and post live lesson recording and 1
evaluation activity. Post teacher self-reflection/
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evaluation of current perceived Zoom expertise and

level of comfort.
January 2022 View and evaluate teacher submitted live lessons. 4
January 2022 Create teacher coaching logs to document goals, 3
challenges, areas of need, and attendance/
participation in coaching sessions and videos.
January 2022 Schedule and conduct individual teacher coaching 1
sessions.
January-April Create post-video surveys for teachers to complete. 6
2022
February 2022 Conduct individual coaching sessions to reassess 4
teacher aptitude with Zoom tools. Discuss how
teachers will modify Zoom settings and use
embedded tools in an upcoming lesson.
February 2022 Administer survey to determine teacher perceived 2
Zoom expertise and level of comfort after receiving
coaching. Analyze survey results.
February 2022 Draft email and invite teachers to group coaching 1
session over breakout rooms.
February 2022 Plan and conduct group coaching session over 2
breakout rooms-how to use them and what tools and
strategies can help.
February 2022 Create activity in Schoology for teachers to submit 1
lesson recordings from break out room lesson.
February 2022 Create and post follow up survey for teachers to 1
complete after attempting breakout rooms.
March 2022 Review lesson recordings and survey results. 6
Schedule individual coaching sessions as needed.
March 2022 Conduct individual coaching sessions to help 3
teachers choose what programs from the video
series they would like to implement into upcoming
live lesson sessions.
March 2022 Plan and conduct group coaching session so 2
teachers can collaborate and share ideas for how
they plan to implement their selected programs and
strategies in Zoom.
April 2022 Create and post activity allowing teachers to submit 5
lesson recordings and self evaluations of their
implementation of new tools/strategies.
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View each recording and complete coach evaluation

form. Analyze self evaluations.
April 2022 Conduct final individual coaching sessions to 3
review final lesson recording and evaluations,
discuss progress toward goals, and revisit first
submitted lesson.
April-May Create and distribute final survey to gather teacher 2
2022 feedback on the overall experience during the
coaching process. Analyze survey results.
Total Hours: 103

Resources Needed

The resources needed to complete the project are listed below.

Online Resources

● Zoom

● Google Workspace for Education including:

○ Forms

○ Meet

○ Slides

○ Docs

○ Drawings

● Schoology LMS

● Web 2.0 and online programs including but not limited to:

○ Classroom Screen

○ Quizizz

○ Gimkit

○ Nearpod
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● Screencast-O-Matic recording and editing software

Human Resources

● Three participating GACA teachers

● Administration

● Instructional Coach

● Students participating in lessons

Technology/Hardware

● Laptop or school-issued computer

● Webcams

● Microphones/Headsets
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References

Berge, Z. L. (1995). Facilitating Computer Conferencing: Recommendations From the Field.

Educational Technology, 35(1), 22–30. http://www.jstor.org/stable/44428247

Governor's Office of Student Achievement. (2020a). Table: Certified Personnel Data. Retrieved

from https://gaawards.gosa.ga.gov/analytics/saw.dll?PortalPages

Governor's Office of Student Achievement. (2020b). Table: Percentage of enrollment by

race/other demographics. Retrieved from

https://gaawards.gosa.ga.gov/analytics/saw.dll?PortalPages

Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful

improvements in teaching. Thousand Oaks, CA: Corwin, A Sage Company.

Mehall, S. (2020). Purposeful interpersonal interaction: What is it and how is it measured?

Online Learning, 24(1). https://doi.org/10.24059/olj.v24i1.2002

Murphy, E., & Coffin, G. (2003). Synchronous communication in a web-based Senior High

School Course: Maximizing affordances and minimizing constraints of the tool. American

Journal of Distance Education, 17(4), 235–246.

https://doi.org/10.1207/s15389286ajde1704_4

Rehn, N., McConney, A., & Maor, D. (2018). The specific skills required of teachers who deliver

K–12 distance education courses by synchronous videoconference: implications for

training and professional development. Technology, Pedagogy, and Education, 27(4),

417–429. https://doi.org/https://doi.org/10.1080/1475939X.2018.1483265