Across the country, districts are wrestling with teacher shortages that disproportionately affect math, science, special education and multilingual learning. These gaps aren’t just staffing issues; they’re equity issues. When students are taught by uncertified staff or long-term substitutes, they lose access to rigorous instruction, and with it, the chance to pursue advanced opportunities in college and their careers.
That’s why Dayton Public Schools recently piloted a live virtual teaching model, in which a certified subject matter expert appears on a screen at the front of the classroom and teaches in real-time. In-person support is provided by a paraeducator who manages the classroom and assists students as needed. Together, they deliver synchronous lessons in courses such as Algebra II, chemistry, physics, and biology — subjects for which qualified educators are particularly hard to find.
When it comes to other high-need areas, such as special education, education models have too often accepted compliance as the finish line. Paperwork is completed, and deadlines are met, but student outcomes lag. Schools owe our students more than compliance. We owe them content-rich, rigorous instruction that prepares them to thrive.
Equity through access to content experts
Before DPS launched our live virtual teaching pilot with Elevate K-12, my team and I observed classrooms where students were being taught math and science incorrectly. Not incompletely — incorrectly. As a former mathematics teacher, I knew what I was seeing was unacceptable. Students receiving inaccurate instruction had little chance of succeeding in higher-level courses, let alone earning STEM degrees.
Live virtual teaching is not a video or a recording — it’s real-time, interactive instruction from certified educators with deep subject expertise. It is one way to restore equity to classrooms that might otherwise go without.
With live virtual instruction, we can stream certified subject matter experts into classrooms, regardless of their location. Local hiring challenges no longer limit students. They’re taught by educators with the depth of content expertise they deserve, while on-the-ground staff provide classroom support and ensure engagement. Adopting this model is not about using technology for technology’s sake. It’s about providing equitable education that prepares every student for a future full of possibilities.
Special education as a pathway to growth
For decades, compliance has dominated the conversation. Educators track IEP deadlines, three-year re-evaluations and reporting requirements. To my mind, the question we should be asking is not “Are we compliant?” but rather “Are students receiving the instruction they need to eventually exit special education services?”
By piloting live virtual instruction in our special education classrooms, DPS is prioritizing rigorous instruction alongside compliance. Students should not remain in special education forever. They should progress, meet their goals and transition with confidence. This approach reframes special education as a pathway to growth, not a destination.
Expanding and diversifying the teaching workforce
Live virtual teaching hasn’t just helped the district fill teacher vacancies; it has also broadened the pool of individuals who can enter the teaching profession. Retired educators who don’t want to teach six periods a day but still want to stay engaged with kids on a limited basis, professionals with deep subject matter expertise, or teachers unable to commit to full-time schedules now have a pathway to make an impact.
One of our retired math teachers in Dayton is a perfect example. After decades in the classroom, he didn’t want to return to full-time teaching but still had the expertise our students needed. He now teaches two Algebra II classes virtually, while enjoying the flexibility of retirement. At a time when traditional teacher pipelines are shrinking, this flexibility is enormously helpful to the district.
The future of teaching
Some skeptics still see virtual instruction as a stopgap. But in Dayton, we’re viewing it as part of a broader transformation of what it means to be “in the classroom.” For today’s students — many of whom balance work and school — the rigid, traditional model is no longer sufficient. We’re building systems that expand access to rigorous instruction while adapting to new realities.
Across the US, more than 411,000 teaching positions remain unfilled or are staffed by educators without full certification — roughly one in eight classrooms where students may not be receiving the instruction they need. To tackle this challenge, Elevate K-12 has launched its Virtual Teaching Advisory Council, bringing together 10 experienced education leaders to explore how virtual teaching can expand access to certified instructors. By combining research, classroom insights and innovative approaches, the council aims to develop practical strategies that make high-quality instruction more widely available, even in subjects with acute teacher shortages.
As leaders, we must ask ourselves: What does our budget reveal about our values? If we truly value equity and opportunity, then investing in innovative models that ensure students have access to subject matter experts is imperative.
Opinions expressed by SmartBrief contributors are their own.
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