Exploring Preparation and Support for 
K-12 Online Teachers
Jayme Linton, Lenoir-Rhyne University

Abstract: A recent nationwide study revealed that very few teacher education programs are preparing K-12 online teachers for success in the online learning environment (Archambault, Kennedy, Shelton, Dalal, McAllister, & Huyett, 2016), which leaves virtual schools with the need to provide their own preparation and support for new online instructors. To paint a picture of K-12 online teacher preparation and support, this case study examined ways in which eight virtual K-12 teachers were prepared and supported for their roles. Findings revealed commonalities in the expectations for and challenges facing K-12 online teachers and the types of professional learning opportunities and support available to K-12 online teachers. This report offers recommendations to help virtual schools and K-12 districts strengthen professional learning and support for K-12 online teachers.