Teachers' Orchestration Needs During the Shift to Remote Learning

Transitioning from in-person to remote instruction has forced teachers to navigate unexpected constraints while providing meaningful learning experiences for their students. This transition has drastically changed how teachers orchestrate learning for their students. To explore these unique orchestration challenges, we used needs finding and validation activities to explore middle school teachers' emergent needs and constraints during the unplanned shift to remote instruction. Our findings highlight the need for informative, real-time tools, issues with workload and burnout, and concerns with students feeling disconnected. The contribution of this work includes insights from the early stages of our design process and reflections on how we might support teachers during remote learning and in navigating future emergency shifts.