GCA Unmuted: Voices of Virtual Education

School is about more than academics. It’s also about connection, belonging, and opportunities to grow outside the classroom.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Michelle Gilyard, Family School Partnership Coordinator for Leadership and Service at Georgia Cyber Academy. Michelle shares how clubs and competitions create meaningful opportunities for students to connect, lead, and build community in a fully virtual environment.The conversation explores how students get involved in clubs, what participation looks like online, and how competitions bring energy and engagement across a statewide student body. Michelle also reflects on the impact these experiences have on student confidence, leadership development, and social connection.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools create a complete student experience—both inside and outside the classroom.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Strong family partnerships are essential in any school. In a virtual environment, they are foundational. Clear communication, trust, and consistent support help families feel confident and connected, which directly impacts student success.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Shannon Ready, Family Engagement Liaison at Georgia Cyber Academy. Shannon shares how she works with families to build trust, strengthen communication, and support parents as active partners in their child’s education.The conversation explores how families are supported when they are new to virtual learning, how difficult conversations are navigated with care, and how systems are designed to keep communication consistent across a large, online school. Shannon also reflects on common misconceptions about virtual schooling and what helps families feel confident in the model.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools build strong partnerships between school and home.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Connecting learning to real-world experience helps students build confidence, develop practical skills, and clarify their future paths. Work-based learning creates opportunities for students to apply what they learn in the classroom to real jobs and responsibilities while still in school.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Tricia McCoy and Erica Butts of Georgia Cyber Academy. They share how work-based learning operates in a virtual environment and how students gain meaningful, hands-on experience that prepares them for life after graduation.The conversation explores how students access work-based learning opportunities, how coordinators support both students and employers, and how these experiences build skills, direction, and independence. Tricia and Erica also reflect on how virtual schooling can expand access to real-world learning and address common assumptions about whether hands-on experiences are possible in an online setting.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools prepare students for college, careers, and life beyond high school.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Clear communication is essential to student success. When families speak different languages, schools must ensure that information, support, and relationships remain accessible. In a virtual environment, this work requires intentional systems that connect families and students to learning in meaningful ways.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Mayra Ramirez and Emily Post of Georgia Cyber Academy. Together, they share how translation services and English learner support help ensure that language is not a barrier to communication, instruction, or connection.The conversation explores how multilingual families are supported through interpretation and translation, how English learners build language skills in a virtual classroom, and how trust is developed across languages and cultures. Mayra and Emily also reflect on lessons that extend beyond virtual schools and address common assumptions about engaging multilingual families in an online setting.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools build inclusive systems that support families and learners across languages.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

School culture is built through consistent expectations, shared language, and reinforcement over time. In a virtual school, creating that kind of culture requires intentional systems that reach students and staff across locations.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Lakin Whitesides, PBIS Coordinator at Georgia Cyber Academy. Lakin shares how Positive Behavioral Interventions and Supports (PBIS) helps establish and sustain a positive school culture across a large, fully virtual environment.The conversation explores how expectations are defined and reinforced, how students are recognized for positive behavior, and how educators work together to create consistency across classrooms. Lakin also discusses how success is measured, how PBIS adapts to a virtual setting, and what other schools can learn from building culture at scale.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools develop systems that support student behavior, engagement, and community.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Inclusion is not only about access. It is about meaningful participation, skill development, and helping students grow with purpose. In a virtual school, that work requires intentional design, flexibility, and a focus on the individual.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Brandi Dozier-Muhammad, a Family and Consumer Sciences teacher in the LIFE Program at Georgia Cyber Academy. Brandi shares how the LIFE Program supports students with disabilities in developing independence, life skills, and confidence in a virtual environment.The conversation explores how inclusion is approached through courses like Family and Consumer Sciences, how instruction is adapted to meet a range of needs, and how student voice and real-world application shape learning. Brandi also reflects on what meaningful inclusion looks like in practice and addresses common assumptions about whether virtual schools can support students with exceptional needs.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools design inclusive environments that support all learners.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Supporting student wellness is essential to learning, especially during the high school years when students are navigating academic expectations, relationships, and future decisions. In a virtual environment, counseling must be intentional, accessible, and grounded in strong relationships.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Derrick Westry, a high school counselor at Georgia Cyber Academy. Derrick shares what counseling looks like in a virtual setting and how he supports students’ academic planning, mental health, and overall well-being.The conversation explores how trust is built with students online, how counselors identify and respond to student needs, and how collaboration with teachers, graduation coaches, and families supports a whole-student approach. Derrick also reflects on the challenges and opportunities of providing counseling at a distance and addresses common concerns about whether meaningful support can happen in a virtual school.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools support student wellness as an integrated part of learning.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Strong student support begins with strong systems. Multi-Tiered Systems of Support (MTSS) provide a structured approach to identifying needs early, delivering targeted interventions, and ensuring every student has a clear path forward. In a virtual school, this work requires coordination, data-informed decisions, and collaboration across teams.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Aimee Purser, MTSS Supervisor at Georgia Cyber Academy. Aimee explains how MTSS functions in a virtual environment and how academic and behavioral supports are layered to meet students where they are.The conversation explores how Tier 1 supports benefit all students, how interventions are implemented and monitored, and how teams use data to guide decisions and adjust support. Aimee also reflects on the challenges and advantages of implementing MTSS online and addresses common questions about identifying struggling students in a virtual setting.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools build responsive systems that support student growth and success.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Before a student receives special education services, they must first be identified, evaluated, and given access to the support they need. In a virtual school, this process requires careful coordination between compliance, instruction, and family partnership.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Veronica Williams and Martell Shavers of Georgia Cyber Academy. Together, they explain how Child Find and the Individuals with Disabilities Education Act (IDEA) guide the identification, evaluation, and support of students with disabilities in a virtual environment.The conversation explores what happens from a family’s first concern to the delivery of services, how compliance and instructional teams work together, and how early identification helps students access meaningful support. Veronica and Martell also address common questions about whether virtual schools can meet the needs of students with disabilities and reflect on lessons that apply across educational settings.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools build systems that ensure students are identified early and supported effectively.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Supporting students with Individualized Education Programs (IEPs) requires thoughtful planning, strong collaboration, and a deep understanding of each learner’s needs. In a virtual school, that work must be intentional and flexible to ensure accommodations are meaningful and effective.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Amy Blanchard, a special education teacher at Georgia Cyber Academy. Amy shares how IEPs are designed and implemented in a virtual environment and how individualized supports help students access instruction and make meaningful progress.The conversation explores how relationships with families support student success, how accommodations are delivered in online classrooms, and how general education and special education teachers collaborate to meet student goals. Amy also reflects on lessons that extend beyond virtual schools and addresses common concerns about whether online learning can meet the needs of students with disabilities.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools provide individualized support systems that help all students succeed.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Paraprofessionals play a vital role in supporting students, teachers, and classrooms. In a virtual school, their work must be flexible, collaborative, and responsive to student needs across multiple settings.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Kay Sheppard, a paraprofessional at Georgia Cyber Academy. Kay shares what her role looks like in a virtual environment and how paraprofessional support helps make personalized learning possible at scale.The conversation explores how paraprofessionals support students academically, behaviorally, and socially, how they collaborate with teachers and support teams, and how relationships are built in an online setting. Kay also reflects on the challenges and rewards of supporting multiple students and classrooms and addresses common misconceptions about student support in virtual schools.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools provide layered support systems that help students succeed.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Instructional coaching plays a critical role in strengthening teaching and learning. In a virtual school, coaching must be intentional, relationship-driven, and designed to support teachers from a distance while maintaining clarity and consistency in instruction.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Shamiya Hicks, Instructional Facilitator for K–5 ELA and Writing at Georgia Cyber Academy. Shamiya shares what instructional coaching looks like in a virtual environment and how she partners with teachers to strengthen literacy instruction, refine practice, and support student success.The conversation explores how trust is built in coaching relationships online, how instruction can be observed and supported virtually, and how coaches balance consistency with teacher autonomy. Shamiya also reflects on lessons that extend beyond virtual schools and addresses common doubts about whether coaching can be effective without being physically present in the classroom.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools support teacher growth and instructional quality in practice.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Co-teaching requires clarity, trust, and shared responsibility. In a virtual environment, those elements must be even more intentional. When done well, co-teaching strengthens instruction, supports diverse learners, and improves student outcomes.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Jess Newman, Keisha Jennings, and Parker Marting, educators at Georgia Cyber Academy who work closely as co-teachers in a virtual classroom setting.Together, they share a real story that illustrates the impact of strong collaboration and unpack the systems that make co-teaching effective online. The conversation explores how responsibilities are divided, how communication stays consistent, and how shared instruction supports student engagement and achievement. They also reflect on challenges, growth, and the structures at GCA that make sustained collaboration possible.This episode documents how co-teaching functions in practice within a virtual school model and offers insights that are relevant for educators in both online and traditional settings.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

High school is where expectations sharpen and future paths begin to take shape. Students are preparing for graduation, postsecondary plans, and the responsibilities that come next. In a virtual environment, that preparation requires intentional instruction, strong relationships, and systems that promote independence and accountability.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Nikki Colwell, a high school teacher at Georgia Cyber Academy. Nikki shares what secondary instruction looks like in a virtual setting and how she supports students as they build critical thinking skills, take ownership of their learning, and prepare for life after graduation.The conversation explores how rigor is maintained online, how teachers support students with different post-graduation goals, and how virtual high school can foster real readiness for college, careers, military service, and the workforce. Nikki also addresses common doubts about online high school and reflects on lessons that apply across educational settings.This episode is part of GCA Unmuted’s ongoing documentation of how virtual education works in practice, with insights designed to be useful well beyond GCA.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Middle school is a period of transition. Students are developing independence, navigating social change, and preparing for the academic expectations ahead. In a virtual environment, supporting students through grades six through eight requires intentional structure, strong relationships, and a deep understanding of how adolescents learn.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Harold, a middle grades teacher at Georgia Cyber Academy. Harold shares what it looks like to support students during this pivotal stage in a virtual school and how trust, routines, and consistent expectations help students stay grounded and engaged.The conversation explores how teachers encourage independence while maintaining support, how connection and community are built in online classrooms, and how virtual systems can meet both academic and social needs during the middle grades. Harold also reflects on lessons that translate beyond virtual education and addresses common concerns about whether online learning can work for middle school students.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools operate in practice, with insights relevant to educators in any setting.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Grades three through five are a critical turning point for students. This is when academic expectations increase, independence begins to take shape, and learning habits start to solidify. In a virtual environment, getting this stage right matters.In this episode of GCA Unmuted, we’re joined by Terrell McCullers, an Elementary Grades Band teacher at Georgia Cyber Academy. Terrell shares what strong instruction looks like in upper elementary virtual classrooms and how routines, relationships, and consistency help students build confidence and momentum.The conversation explores how teachers support students who are still developing independence, how engagement is maintained as content becomes more demanding, and how families and teachers work together during these formative years. Along the way, Terrell reflects on lessons that apply beyond virtual education and speaks directly to common doubts about whether online learning can work for younger students.This episode is part of GCA Unmuted’s ongoing documentation of how virtual schools operate in practice, with insights that are useful for educators in any setting.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions

Kindergarten through second grade is where students begin learning how school works. They are building early literacy and math skills, learning routines, forming relationships, and developing confidence as learners. In a virtual setting, these early years require careful design and close partnership with families.In this episode of GCA Unmuted: Voices of Virtual Education, we’re joined by Felicia, a primary grades teacher at Georgia Cyber Academy. Felicia shares what it looks like to help young students launch into school in a virtual environment and how instruction, routines, and relationships come together in grades K–2.The conversation explores how early reading and math are taught online, how engagement is sustained with very young learners, and how teachers and families work together to support students at the very start of their academic journey. Felicia also reflects on lessons that apply beyond virtual classrooms and addresses common skepticism about whether online learning can work for early elementary students.This episode is part of GCA Unmuted’s ongoing effort to document how virtual education functions in practice, with insights that are relevant for educators in any setting.Thanks for listening to GCA Unmuted: Voices of Virtual Education, a podcast documenting how virtual school works in practice at Georgia Cyber Academy.Each episode features educators, staff, and leaders sharing real stories and systems that support teaching and learning in a virtual environment.Learn more about the podcast and explore past episodes at: https://www.georgiacyber.org/about/unmutedYou can also watch full episodes and highlights on our YouTube channel: https://www.youtube.com/@GCAchampions