Abstract
Service-learning partners, including a faculty of education and local school district, engaged in collaborative inquiry to support in-service and preservice teachers who were engaged in emergency remote teaching during a time of crisis and school disruption. This article illustrates how service-learning partners designed a professional learning series in an online learning environment to support in-service and preservice teachers adapting to teaching online. This article shares the instructional design process used to develop the series, insights about how the participants responded during the sessions, and a set of recommendations to inform design teams involved in developing professional learning or other types of non-formal learning opportunities for teachers.
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