As online education continues to increase access to educational opportunities, the professional growth of the educators who teach in virtual environments is essential to ensure high quality and effective pedagogy.

This practice paper explores the professional development tailored specifically for teachers in virtual learning network school environments delivered through a Network of Expertise (NEX). It outlines the challenges, strategies, and practices to enhance teaching practice in virtual settings.

Registered teachers in virtual learning network (VLN) school, Kōtui Ako VLN deliver online learning for year 0 to 13 school learners throughout New Zealand. They are experienced teachers and knowledgeable with pedagogy for their subjects however teaching online adds unique additional requirements. Focused professional development is needed to address the specific skills and competencies required for teaching online. Kōtuitui NEX focuses on the distinct attributes of digital pedagogy, online classroom management, and technological proficiency with digital tools and learning management systems. Technologies continue to evolve necessitating ongoing evolving practice and providing new opportunities to personalise learning experiences, address diverse student needs, and utilise emerging technologies such as artificial intelligence and adaptive learning systems. Challenges online educators seek to mitigate include digital equity issues, technological barriers, and engaging and supporting learners. Targeted professional development initiatives address strategies to respond to these challenges.

Professional development is delivered in a range of ways such as blended hui/meetings, virtual workshops, online webinars and courses, and structured peer mentoring. Sessions incorporate interactive, engaging experiences that model effective online teaching practices. Recent research, processes, and relevant data trends are reviewed and disseminated. Online teacher collaboration and community is fostered by building a virtual network of practitioners and providing ongoing opportunities for sharing best practice and resources. Regular evaluation of initiatives and feedback support ongoing improvement and targeting of professional development. Online teacher self assessment and reflective practice is another significant component.

Professional development targeted for online educators plays a vital and ongoing role in enhancing pedagogical practices and improving student outcomes in virtual learning environments. The unique challenges and opportunities associated with teacher professional development for educators who teach online in New Zealand highlight the importance of research-informed, evidence-based, and evolving approaches to support teachers’ professional growth and development.

Rachel Whalley & Lucie Lindsay	The full paper and conference proceedings are available on the FLANZ website Slide set is available here.